The Effect of the 4MAT Learning Model on the Achievement and Motivation of 7th Grade Students on the Subject of Particulate Nature of Matter and an Examination of Student Opinions on the Model

ERIC Educational Resources Information Center

Aktas, Idris; Bilgin, Ibrahim

2015-01-01

Background: Many researchers agree that students, especially primary students, have learning difficulties on the "Particulate Nature of Matter" unit. One reason for this difficulty is not considering individual differences for teaching science. In 4MAT model learning, environment is arranged according to individual differences. Purpose:…

Im Gesprach: An Interview with Claire Kramsch on the "Multilingual Subject"

ERIC Educational Resources Information Center

Kramsch, Claire; Gerhards, Sascha

2012-01-01

In her recently published book "The Multilingual Subject: What foreign language learners say about their experience and why it matters", UC Berkeley applied-linguist Claire Kramsch approaches language learning from a new, visionary perspective. Foregrounding the interplay of cultural aspects in language learning, Kramsch understands…

Virtual Enterprise: Transforming Entrepreneurship Education

ERIC Educational Resources Information Center

Borgese, Anthony

2011-01-01

Entrepreneurship education is ripe for utilizing experiential learning methods. Experiential methods are best learned when there is constant immersion into the subject matter. One such transformative learning methodology is Virtual Enterprise (VE). Virtual Enterprise is a multi-faceted, experiential learning methodology disseminated by the City…

Perspectives on learning through research on critical issues-based science center exhibitions

NASA Astrophysics Data System (ADS)

Pedretti, Erminia G.

2004-07-01

Recently, science centers have created issues-based exhibitions as a way of communicating socioscientific subject matter to the public. Research in the last decade has investigated how critical issues-based installations promote more robust views of science, while creating effective learning environments for teaching and learning about science. The focus of this paper is to explore research conducted over a 10-year period that informs our understanding of the nature of learning through these experiences. Two specific exhibitions - Mine Games and A Question of Truth - provide the context for discussing this research. Findings suggest that critical issues-based installations challenge visitors in different ways - intellectually and emotionally. They provide experiences beyond usual phenomenon-based exhibitions and carry the potential to enhance learning by personalizing subject matter, evoking emotion, stimulating dialogue and debate, and promoting reflexivity. Critical issues-based exhibitions serve as excellent environments in which to explore the nature of learning in these nonschool settings.

The Role of Subject-Matter Content in Teacher Preparation: An International Perspective for Mathematics

ERIC Educational Resources Information Center

Schmidt, William H.; Burroughs, Nathan A.; Cogan, Leland S.; Houang, Richard T.

2017-01-01

International comparative studies in education provide a fresh perspective on K-12 education policy by enabling countries to learn from each other's approaches. The recently conducted Teacher Education and Development Study--Mathematics provides a worldwide lens by which to examine the role of subject-matter in the preparation of US teachers of…

CONCEPT LEARNING AND CONCEPT TEACHING.

ERIC Educational Resources Information Center

GLASER, ROBERT

REVIEWED ARE THE PSYCHOLOGICAL STUDIES OF CONCEPT LEARNING AS THEY RELATE TO CONCEPT TEACHING. AN ANALYSIS IS MADE OF THE NATURE OF CONCEPT LEARNING AS IT IS STUDIED IN THE PSYCHOLOGIST'S LABORATORY, INCLUDING THE NATURE OF CONCEPT TASKS AS THEY APPEAR IN SUBJECT MATTER LEARNING. THE PRIMARY KINDS OF CONCEPT LEARNING SITUATIONS, INCLUDING THE…

Comparing Modes of Delivery: Classroom and On-Line (and Other) Learning.

ERIC Educational Resources Information Center

deLeon, Linda; Killian, Jerri

2000-01-01

Moving beyond question of whether on-line education is beneficial or harmful, explores conditions under which one or another of six instructional methods lecture, collaborative learning, experiential learning, learning contracts, televised courses, and Web-based learning work best. Finds specific methods more appropriate for some subject matters,…

Distance Learning: A Way of Life-Long Learning

DTIC Science & Technology

2005-09-01

promise of future benefits. 15. SUBJECT TERMS training, educational technology , distributed learning , distance learning , collaboration, online instruction...knowledge." - Aristotle Introduction Modern learning technology assumes various names: distance learning , distributed training, computer-based...training, web-based learning , or advanced distributed learning . No matter the name, the basic concept is using computer technology for instruction with no

Consequence of preterm birth in early adolescence: the role of language on auditory short-term memory.

PubMed

Fraello, David; Maller-Kesselman, Jill; Vohr, Betty; Katz, Karol H; Kesler, Shelli; Schneider, Karen; Reiss, Allan; Ment, Laura; Spann, Marisa N

2011-06-01

This study tested the hypothesis that preterm early adolescents' short-term memory is compromised when presented with increasingly complex verbal information and that associated neuroanatomical volumes would differ between preterm and term groups. Forty-nine preterm and 20 term subjects were evaluated at age 12 years with neuropsychological measures and magnetic resonance imaging (MRI). There were no differences between groups in simple short-term and working memory. Preterm subjects performed lower on learning and short-term memory tests that included increased verbal complexity. They had reduced right parietal, left temporal, and right temporal white matter volumes and greater bilateral frontal gray and right frontal white matter volumes. There was a positive association between complex working memory and the left hippocampus and frontal white matter in term subjects. While not correlated, memory scores and volumes of cortical regions known to subserve language and memory were reduced in preterm subjects. This study provides evidence of possible mechanisms for learning problems in former preterm infants.

Constructing Videocases to Help Novices Learn to Facilitate Discussions in Science and English: How Does Subject Matter Matter?

ERIC Educational Resources Information Center

Rosaen, Cheryl L.; Lundeberg, Mary; Terpstra, Marjorie; Cooper, Marjorie; Niu, Rui; Fu, Jing

2010-01-01

Learning to conduct interactive classroom discussions is a high priority for becoming an effective teacher, and most teachers view conducting productive classroom discussions as a complex undertaking. Because the dynamics of facilitating classroom discussions are multifaceted and hard to analyze in real time, there is a growing interest in how…

Active Learning: 101 Strategies To Teach Any Subject.

ERIC Educational Resources Information Center

Silberman, Mel

This book contains specific, practical strategies that can be used for almost any subject matters to promote active learning. It brings together in one source a comprehensive collection of instructional strategies, with ways to get students to be active from the beginning through activities that build teamwork and get students thinking about the…

Service-Learning Instructional Design Considerations

ERIC Educational Resources Information Center

Maddrell, Jennifer

2014-01-01

This paper explores the design of "service-learning" experiences to engage college students in the real-world application of course subject matter. Service learning is an educational approach that combines community service, academic coursework, and work-based applied learning. Based on data gathered during a series of recent interviews…

The Integration of Environmental Education in Science Materials by Using "MOTORIC" Learning Model

ERIC Educational Resources Information Center

Sukarjita, I. Wayan; Ardi, Muhammad; Rachman, Abdul; Supu, Amiruddin; Dirawan, Gufran Darma

2015-01-01

The research of the integration of Environmental Education in science subject matter by application of "MOTORIC" Learning models has carried out on Junior High School Kupang Nusa Tenggara Timur Indonesia. "MOTORIC" learning model is an Environmental Education (EE) learning model that collaborate three learning approach i.e.…

Taking a Measure of Impact: 2 Colorado Districts Calibrate the Effects of High Quality Professional Learning

ERIC Educational Resources Information Center

Jacobson, Linda

2016-01-01

Snapshots of two Colorado districts in the Redesign PD Community of Practice: Denver Public Schools' professional learning partners help subject-matter experts and others provide educators with a high-quality learning experience. In Jefferson County, Learning Forward's Standards for Professional Learning guide educators to make teacher…

Space Matters: Experiences of Managing Static Formal Learning Spaces

ERIC Educational Resources Information Center

Montgomery, Tim

2008-01-01

Managing the space in which learning takes place is subject to ongoing debate. Spatial management and movement can impact upon the construction of meaning within education and upon the dynamic of learning. It is suggested that there are now different learning goals and expectations and consequently a need for different learning environments. We…

Towards Concept Understanding Relying on Conceptualisation in Constructivist Learning

ERIC Educational Resources Information Center

Badie, Farshad

2016-01-01

This research works within the framework of constructivist learning (based on constructivist epistemology) and examines learning as an activity of construction, and it posits that knowledge acquisition (and learning) are transformative through self-involvement in some subject matter. Thus it leads, through this constructivism to a pedagogical…

Learning about technology: Family vs. peer pairings

NASA Astrophysics Data System (ADS)

Heller, Patricia; Padilla, Michael; Hertel, Barbara; Olstad, Roger

Recently a number of institutions have begun sponsoring nondeficit science and/or technology learning experiences for parents and their middle school-aged children which are intended to be enriching rather than remedial or compensatory in purpose. Very little research documenting the effects of parental involvement in the education of older children has been reported, however.The intent of this article was to present two studies designed to determine whether middle school-aged children's attitudes and content achievement are different when they take a technology course with their parents (parent-child treatment) or with their peers (child-child treatment). The first study focused on learning about communications technology (primarily telegraphs, telephones and radios); the second study focused on microcomputers.Results indicate that parents have little affect in helping their children learn the subject matter of technology courses. Likewise, parents do not affect children's attitudes toward computers. Both results were attenuated by the fact that the students in the studies were high achievers who were interested in and motivated to learn the subject matter, regardless of treatment. Significant differences were noted for computer literacy favoring the parent-child group, however. Parents also seemed to effect children's attitudes toward the subject matter of the courses.Further research needs to be done with less appealing course content or with less motivated students to fully determine the effect of parent-child and child groupings in science and technology courses.

The Effects of CLIL Education on the Subject Matter (Mathematics) and the Target Language (English)

ERIC Educational Resources Information Center

Ouazizi, Khalid

2016-01-01

This paper investigates the effects of Content and Language Integrated Learning, CLIL for short, on both the attainment of the subject matter, mathematics in our case, hence the content aspect of CLIL. The second axes of research focuses on the effect of CLIL on the learners' proficiency vis-à-vis the language of instruction, epitomized here by…

Teaching for Developmental Growth: Learning Partnerships and Student Development in Graduate Education in China

ERIC Educational Resources Information Center

Cen, Yuhao

2018-01-01

Teaching and learning in higher education can integrate and accomplish student developmental goals in addition to promoting student learning of subject matter knowledge and transferrable skills. Drawn from the theoretical concept of self-authorship, the Learning Partnerships Model was implemented in teaching a graduate-level course on social…

Energized Learning

Science.gov Websites

Energized Learning Students Lessons Bullet Getting Started Bullet Bringing It Home Bullet Unit activities with keys to subject matter standards. As students work through one or more of the standards-based Why Use the Energized Learning Site? How will teachers and Students Use the Energized Learning Site

White matter microstructure changes induced by motor skill learning utilizing a body machine interface.

PubMed

Wang, Xue; Casadio, Maura; Weber, Kenneth A; Mussa-Ivaldi, Ferdinando A; Parrish, Todd B

2014-03-01

The purpose of this study is to identify white matter microstructure changes following bilateral upper extremity motor skill training to increase our understanding of learning-induced structural plasticity and enhance clinical strategies in physical rehabilitation. Eleven healthy subjects performed two visuo-spatial motor training tasks over 9 sessions (2-3 sessions per week). Subjects controlled a cursor with bilateral simultaneous movements of the shoulders and upper arms using a body machine interface. Before the start and within 2days of the completion of training, whole brain diffusion tensor MR imaging data were acquired. Motor training increased fractional anisotropy (FA) values in the posterior and anterior limbs of the internal capsule, the corona radiata, and the body of the corpus callosum by 4.19% on average indicating white matter microstructure changes induced by activity-dependent modulation of axon number, axon diameter, or myelin thickness. These changes may underlie the functional reorganization associated with motor skill learning. Copyright © 2013 Elsevier Inc. All rights reserved.

Project-Based Learning. Focus On

ERIC Educational Resources Information Center

Clarke, Suzanne

2009-01-01

Project-Based Learning (PBL) connects standards-based content to real-world scenarios through the use of projects to improve student achievement. By engaging students in authentic problems that do not have a predetermined solution, students learn both subject matter and critical 21st-century skills. This "Focus On" addresses what…

Bridging a Gap: In Search of an Analytical Tool Capturing Teachers' Perceptions of Their Own Teaching

ERIC Educational Resources Information Center

Rolandsson, Lennart; Skogh, Inga-Britt; Männikkö Barbutiu, Sirkku

2017-01-01

Computing and computers are introduced in school as important examples of technology, sometimes as a subject matter of their own, and sometimes they are used as tools for other subjects. All in all, one might even say that "learning about" computing and computers is part of "learning about" technology. Lately, many countries…

The Power of Problem Solving: Practical Ideas and Teaching Strategies for Any K-8 Subject Area.

ERIC Educational Resources Information Center

Sorenson, Juanita S.; Buckmaster, Lynn R.; Francis, Mary Kay; Knauf, Karen M.

Based on the belief that giving students opportunities to think and solve problems independently is the best way to help them enjoy learning, this book provides guidelines and learning activities to help students in grades kindergarten through 8 to solve problems in all subject matter areas of the curriculum. Chapter 1 provides a rationale for…

What Do Subject Matter Experts Have to Say about Participating in Education and Outreach?

NASA Astrophysics Data System (ADS)

Manning, Colleen; NASA's Universe of Learning Team

2018-01-01

NASA’s Universe of Learning partners wish to actively engage with Subject Matter Experts (scientists and engineers) throughout the design, development, and delivery of products, programs, and professional development. In order to ensure these engagement efforts aligned with the needs of Subject Matter Experts, the external evaluators conducted an online survey. The subject pool included the scientists and engineers employed at the partner organizations as well as other scientists and engineers affiliated with NASA’s Astrophysics missions and research programs. This presentation will describe scientists’/engineers’ interest in various types of education/outreach, their availability to participate in education/outreach, factors that would encourage their participation in education/outreach, and the preparation and support they have for participation in education/outreach.

Pedagogical content knowledge: Knowledge of pedagogy novice teachers in mathematics learning on limit algebraic function

NASA Astrophysics Data System (ADS)

Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

2017-02-01

Teacher is one of the key aspects of student's achievement. Teachers should master content material taught, how to teach it, and can interpret the students' thinking so that students easily understand the subject matter. This research was a qualitative research that aimed at describing profile of PCK's teachers in mathematics on limit algebraic functions in terms of the differences of teaching experience. Pedagogical Content Knowledge (PCK) and understanding of teachers is defined as involving the relationship between knowledge of teaching materials, how to transfer the subject matter, and the knowledge of students in mathematics on limit algebraic functions that the subject matter may be understood by students. The PCK components in this research were knowledge of subject matter, knowledge of pedagogy, and knowledge of students. Knowledge of pedagogy defines as knowledge and understanding of teachers about the planning and organization of the learning and teaching strategy of limit algebraic function. The subjects were two mathematics high school teachers who teach in class XI IPS. Data were collected through observation of learning during five meetings and interviews before and after the lesson continued with qualitative data analysis. Focus of this article was to describe novice teacher's knowledge of student in mathematics learning on limit algebraic function. Based on the results of the analysis of qualitative data the data concluded that novice teacher's knowledge of pedagogy in mathematics on limit algebraic function showed: 1) in teaching the definitions tend to identify prior knowledge of the student experience with the material to be studied, but not in the form of a problem, 2) in posing the questions tend to be monotonous non lead and dig, 3) in response to student questions preservice teachers do not take advantage of the characteristics or the potential of other students, 4) in addressing the problem of students, tend to use the drill approach and did not give illustrations easily to understand by students, 5) in teaching application concepts, tend to explain procedurally, without explaining the reasons why these steps are carried out, 6) less varied in the use of learning strategies.

Spanning Knowledge Barriers in E-Learning Content Design

ERIC Educational Resources Information Center

Chu, Tsai-Hsin; Lee, Yi; Lee, Yen-Hsien

2013-01-01

E-learning content development can be regarded as an example of knowledge delivery process because the developers have to receive knowledge transferred from subject-matter experts (SMEs), to translate the received knowledge with appropriate instructional design, and to transform the project outcomes to fulfill learner's learning needs. As…

Brain white matter structure and COMT gene are linked to second-language learning in adults.

PubMed

Mamiya, Ping C; Richards, Todd L; Coe, Bradley P; Eichler, Evan E; Kuhl, Patricia K

2016-06-28

Adult human brains retain the capacity to undergo tissue reorganization during second-language learning. Brain-imaging studies show a relationship between neuroanatomical properties and learning for adults exposed to a second language. However, the role of genetic factors in this relationship has not been investigated. The goal of the current study was twofold: (i) to characterize the relationship between brain white matter fiber-tract properties and second-language immersion using diffusion tensor imaging, and (ii) to determine whether polymorphisms in the catechol-O-methyltransferase (COMT) gene affect the relationship. We recruited incoming Chinese students enrolled in the University of Washington and scanned their brains one time. We measured the diffusion properties of the white matter fiber tracts and correlated them with the number of days each student had been in the immersion program at the time of the brain scan. We found that higher numbers of days in the English immersion program correlated with higher fractional anisotropy and lower radial diffusivity in the right superior longitudinal fasciculus. We show that fractional anisotropy declined once the subjects finished the immersion program. The relationship between brain white matter fiber-tract properties and immersion varied in subjects with different COMT genotypes. Subjects with the Methionine (Met)/Valine (Val) and Val/Val genotypes showed higher fractional anisotropy and lower radial diffusivity during immersion, which reversed immediately after immersion ended, whereas those with the Met/Met genotype did not show these relationships. Statistical modeling revealed that subjects' grades in the language immersion program were best predicted by fractional anisotropy and COMT genotype.

Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers

ERIC Educational Resources Information Center

Monet, Julie A.; Etkina, Eugenia

2008-01-01

This paper describes the analysis of teachers' journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We…

Cooperative Learning Instructional Methods for CS1: Design, Implementation, and Evaluation

ERIC Educational Resources Information Center

Beck, Leland; Chizhik, Alexander

2013-01-01

Cooperative learning is a well-known instructional technique that has been applied with a wide variety of subject matter and a broad spectrum of populations. This article briefly reviews the principles of cooperative learning, and describes how these principles were incorporated into a comprehensive set of cooperative learning activities for a CS1…

The Army Learning Organisation Workshop

DTIC Science & Technology

2013-06-01

realised. Facilitation was provided through external ( academic /subject matter expert) and internal (DALO Research Team) providers. The external...Learning Organisation arena ensured a common base of understanding for this discussion. The engagement of an academic with experience in facilitation, and...ways in which the learning organisation, and some of the claims made about learning organisations are presented in the ( academic , practitioner based

NASA’s Universe of Learning: Engaging Subject Matter Experts to Support Museum Alliance Science Briefings

NASA Astrophysics Data System (ADS)

Marcucci, Emma; Slivinski, Carolyn; Lawton, Brandon L.; Smith, Denise A.; Squires, Gordon K.; Biferno, Anya A.; Lestition, Kathleen; Cominsky, Lynn R.; Lee, Janice C.; Rivera, Thalia; Walker, Allyson; Spisak, Marilyn

2018-06-01

NASA's Universe of Learning creates and delivers science-driven, audience-driven resources and experiences designed to engage and immerse learners of all ages and backgrounds in exploring the universe for themselves. The project is a unique partnership between the Space Telescope Science Institute, Caltech/IPAC, Jet Propulsion Laboratory, Smithsonian Astrophysical Observatory, and Sonoma State University and is part of the NASA SMD Science Activation Collective. The NASA’s Universe of Learning projects pull on the expertise of subject matter experts (scientist and engineers) from across the broad range of NASA Astrophysics themes and missions. One such project, which draws strongly on the expertise of the community, is the NASA’s Universe of Learning Science Briefings, which is done in collaboration with the NASA Museum Alliance. This collaboration presents a monthly hour-long discussion on relevant NASA astrophysics topics or events to an audience composed largely of informal educators from informal learning environments. These professional learning opportunities use experts and resources within the astronomical community to support increased interest and engagement of the informal learning community in NASA Astrophysics-related concepts and events. Briefings are designed to create a foundation for this audience using (1) broad science themes, (2) special events, or (3) breaking science news. The NASA’s Universe of Learning team engages subject matter experts to be speakers and present their science at these briefings to provide a direct connection to NASA Astrophysics science and provide the audience an opportunity to interact directly with scientists and engineers involved in NASA missions. To maximize the usefulness of the Museum Alliance Science Briefings, each briefing highlights resources related to the science theme to support informal educators in incorporating science content into their venues and/or interactions with the public. During this presentation, learn how you can help contribute to the NASA’s Universe of Learning and take part in Science Briefings.

Rapid E-Learning Simulation Training and User Response

ERIC Educational Resources Information Center

Rackler, Angeline

2011-01-01

A new trend in e-learning development is to have subject matter experts use rapid development tools to create training simulations. This type of training is called rapid e-learning simulation training. Though companies are using rapid development tools to create training quickly and cost effectively, there is little empirical research to indicate…

A Study of Informal Learning among University of Wyoming Extension Educators

ERIC Educational Resources Information Center

Skrabut, Stanley A.

2013-01-01

University of Wyoming Extension educators are often hired because of their subject matter expertise; yet, they must still develop education skills as well as learn to use various and ever-changing technologies. This research was conducted to understand what impact guided instruction on informal learning concepts and methods had on UW Extension…

Use of the Flipped Classroom Instructional Model in Higher Education: Instructors' Perspectives

ERIC Educational Resources Information Center

Long, Taotao; Cummins, John; Waugh, Michael

2017-01-01

The flipped classroom model is an instructional model in which students learn basic subject matter knowledge prior to in-class meetings, then come to the classroom for active learning experiences. Previous research has shown that the flipped classroom model can motivate students towards active learning, can improve their higher-order thinking…

Exploratory Evidence of Accounting Majors' Motivation to Learn

ERIC Educational Resources Information Center

Gabbin, Alexander L.

2009-01-01

A common theme among faculty at many universities is that student motivation to learn is lacking in the classroom. The primary concern of today's students is to obtain A and B grades regardless of demonstrated proficiency in the subject matter. Concern about students' motivation to learn is evident at the accounting educator's conference known as…

Situated Learning in Adult Education. ERIC Digest No. 195.

ERIC Educational Resources Information Center

Stein, David

In the situated learning approach, knowledge and skills are learned in contexts that reflect how knowledge is obtained and applied in everyday situations. As an instructional strategy, situated cognition is a means for relating subject matter to learners' needs and concerns. Four major premises guide the development of classroom activities for…

The Film as Visual Aided Learning Tool in Classroom Management Course

ERIC Educational Resources Information Center

Altinay Gazi, Zehra; Altinay Aksal, Fahriye

2011-01-01

This research aims to investigate the impact of the visual aided learning on pre-service teachers' co-construction of subject matter knowledge in teaching practice. The study revealed the examination of film as an active cognizing and learning tool in classroom management course within teacher education programme. Within the framework of action…

New Views of Student Learning: Implications for Educational Measurement.

ERIC Educational Resources Information Center

Masters, Geofferey N.; Mislevy, Robert J.

Recent research in cognitive psychology has drawn attention to the important role that students' personal understandings and representations of subject matter play in the learning process. This paper briefly reviews some of this research and contrasts the kind of learning that results in an individual's changed conception or view of a phenomenon…

Fiberprint: A subject fingerprint based on sparse code pooling for white matter fiber analysis.

PubMed

Kumar, Kuldeep; Desrosiers, Christian; Siddiqi, Kaleem; Colliot, Olivier; Toews, Matthew

2017-09-01

White matter characterization studies use the information provided by diffusion magnetic resonance imaging (dMRI) to draw cross-population inferences. However, the structure, function, and white matter geometry vary across individuals. Here, we propose a subject fingerprint, called Fiberprint, to quantify the individual uniqueness in white matter geometry using fiber trajectories. We learn a sparse coding representation for fiber trajectories by mapping them to a common space defined by a dictionary. A subject fingerprint is then generated by applying a pooling function for each bundle, thus providing a vector of bundle-wise features describing a particular subject's white matter geometry. These features encode unique properties of fiber trajectories, such as their density along prominent bundles. An analysis of data from 861 Human Connectome Project subjects reveals that a fingerprint based on approximately 3000 fiber trajectories can uniquely identify exemplars from the same individual. We also use fingerprints for twin/sibling identification, our observations consistent with the twin data studies of white matter integrity. Our results demonstrate that the proposed Fiberprint can effectively capture the variability in white matter fiber geometry across individuals, using a compact feature vector (dimension of 50), making this framework particularly attractive for handling large datasets. Copyright © 2017 Elsevier Inc. All rights reserved.

University Research Initiative Research Program Summaries

DTIC Science & Technology

1987-06-01

application to intelligent tutoring systems (John Anderson), o Autonomous learning systems (Jaime Carbonell), o Learning algorithms for parallel processing...test them. The primary project will be: o Learning mechanisms in scientific discovery (Herbert Simon). Tutoring systems. These projects are aimed at...near-term results. They 19 will produce tutors for training specific subject matter areas. These projects will push theories of learning forward by

Functional Principles of Learning.

ERIC Educational Resources Information Center

Humphreys, Lloyd G.

In order of importance, curriculum, motivation, academic ability, and teaching methods are described in this paper as principles affecting classroom learning that can lead to more effective instruction. Curriculum simply exposes students to appropriate content and subject matter. Educational research should concentrate on the evaluation of…

Respecting and Supporting Students' Affective Learning

ERIC Educational Resources Information Center

Roper, Larry

2014-01-01

Too often educators pay too little attention to the psychological and emotional impact subject matter has on students. Teaching effectiveness would be greatly enhanced if educators would consider students' affective reactions to material delivered in courses, workshops, and other collegiate learning experiences.

Individualized Instruction in Science, Time-Space-Matter, Self-Directed Activities.

ERIC Educational Resources Information Center

Kuczma, R. M.

As a supplement to Learning Activity Packages (LAP) on the time-space-matter subject, details are presented for self-directed activities. Major descriptions are given on the background of LAP characteristics, metric system, profile graph construction, spectroscope operation, radiant energy measurement, sunspot effects, density determination,…

A naturalistic study of children and their parents in family learning courses in science

NASA Astrophysics Data System (ADS)

Ostlund, Karen; Gennaro, Eugene; Dobbert, Marion

During the 1960s and 1970s a number of family learning projects evolved, most of which focused on pre-schoolers and their parents. The goal of some of these programs was to provide enjoyable, structured experiences in which parents and their children learned together. Recently, a number of institutions have been sponsoring enrichment science classes or learning experiences for parents and older children. The study described here is based on a project funded by the National Science Foundation (DISE No. 07872) which was attempting to show that it was possible to increase scientific literacy of two different age groups by simultaneously exposing parents and their middle school children to short courses in science. The project is an outgrowth of a study previously reported (Gennaro, Bullock, & Alden, 1980) carried out at the Minnesota Zoological Gardens. The study is based on data obtained during the first two years of the project and used various data gathering procedures such as the use of questionnaires, interviews, observations, and cognitive testing. It was found that children register for the courses primarily because of interest in the subject matter of the courses and that parents register because of their desire to nurture the child and the child's interest in the subject matter of the course. Both parents and children made significant gains in learning as measured by subject matter tests. Participants reported that the experience was both enjoyable and valuable. Children's attitudes toward their parents and the course were significantly higher if the children perceived a highly cooperative learning environment with their parents. Parents who scored in the medium or high range on the pretest had significantly more interactions with their children concerning information about course tasks than those who scored low on the pretest.

Children's Learning from Broadcast Television: The Relationship between the Amount of Time a Child Watches Television with and without Adults and That Child's Learning from Television.

ERIC Educational Resources Information Center

Storm, Susan Ruotsala

A study examined young children's learning from selected television program content in varied subject matter and the relationship between that learning and the amount of time a child watches television with and without adults. A 28-item learning test based on instructional design principles was developed from selected television segments and…

Urban Schools' Teachers Enacting Project-Based Science

ERIC Educational Resources Information Center

Tal, Tali; Krajcik, Joseph S.; Blumenfeld, Phyllis C.

2006-01-01

What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry-based instruction and successful inquiry learning and teaching in project-based science (PBS) were described in previous studies (Brown & Campione, [1990]; Crawford, [1999]; Krajcik, Blumenfeld, Marx, Bass, & Fredricks,…

Identification and individualized prediction of clinical phenotypes in bipolar disorders using neurocognitive data, neuroimaging scans and machine learning.

PubMed

Wu, Mon-Ju; Mwangi, Benson; Bauer, Isabelle E; Passos, Ives C; Sanches, Marsal; Zunta-Soares, Giovana B; Meyer, Thomas D; Hasan, Khader M; Soares, Jair C

2017-01-15

Diagnosis, clinical management and research of psychiatric disorders remain subjective - largely guided by historically developed categories which may not effectively capture underlying pathophysiological mechanisms of dysfunction. Here, we report a novel approach of identifying and validating distinct and biologically meaningful clinical phenotypes of bipolar disorders using both unsupervised and supervised machine learning techniques. First, neurocognitive data were analyzed using an unsupervised machine learning approach and two distinct clinical phenotypes identified namely; phenotype I and phenotype II. Second, diffusion weighted imaging scans were pre-processed using the tract-based spatial statistics (TBSS) method and 'skeletonized' white matter fractional anisotropy (FA) and mean diffusivity (MD) maps extracted. The 'skeletonized' white matter FA and MD maps were entered into the Elastic Net machine learning algorithm to distinguish individual subjects' phenotypic labels (e.g. phenotype I vs. phenotype II). This calculation was performed to ascertain whether the identified clinical phenotypes were biologically distinct. Original neurocognitive measurements distinguished individual subjects' phenotypic labels with 94% accuracy (sensitivity=92%, specificity=97%). TBSS derived FA and MD measurements predicted individual subjects' phenotypic labels with 76% and 65% accuracy respectively. In addition, individual subjects belonging to phenotypes I and II were distinguished from healthy controls with 57% and 92% accuracy respectively. Neurocognitive task variables identified as most relevant in distinguishing phenotypic labels included; Affective Go/No-Go (AGN), Cambridge Gambling Task (CGT) coupled with inferior fronto-occipital fasciculus and callosal white matter pathways. These results suggest that there may exist two biologically distinct clinical phenotypes in bipolar disorders which can be identified from healthy controls with high accuracy and at an individual subject level. We suggest a strong clinical utility of the proposed approach in defining and validating biologically meaningful and less heterogeneous clinical sub-phenotypes of major psychiatric disorders. Copyright © 2016 Elsevier Inc. All rights reserved.

A Domain-Specific Account of Self-Regulated Learning: The Cognitive and Metacognitive Activities Involved in Learning through Historical Inquiry

ERIC Educational Resources Information Center

Poitras, Eric G.; Lajoie, Susanne P.

2013-01-01

Educational researchers have recently begun to conceptualize theoretical constructs and mechanisms of metacognitive activities in terms of the features that are specific to particular academic domains and subject matter. In this paper, we propose a framework of domain-specific metacognition in relation to learning through historical inquiry. The…

Teaching Place Value Concepts to First Grade Romanian Students: Teacher Knowledge and its Influence on Student Learning

ERIC Educational Resources Information Center

Tanase, Madalina

2011-01-01

Researchers (Ball, 2003; Ma, 1999; Schulman, 1986) have long investigated how a teacher's subject matter and pedagogical content knowledge impact on students' learning of mathematics. In an attempt to account for the relationship between teacher knowledge and student learning, this study examined four Romanian first grade teachers' knowledge about…

Visual Mnemonics for Language Learning: Static Pictures versus Animated Morphs

ERIC Educational Resources Information Center

Soemer, Alexander; Schwan, Stephan

2012-01-01

The literature on learning with animations has focused so far on subject matters in which changes over time depicted in the animation are mapped onto changes over time in the reality of the concepts to be learned. The experiments presented in this article, however, suggest that also a nontemporal mapping of facts, as in paired-associate learning…

A Methodology for Assessing Learning in Complex and Ill-Structured Task Domains

ERIC Educational Resources Information Center

Spector, J. Michael

2006-01-01

New information and communications technologies and research in cognitive science have led to new ways to think about and implement learning environments. Among these new approaches to instruction and new methods to support learning and performance is an interest in and emphasis on complex subject matter (e.g., complex and dynamic systems…

Effects of Online Games on Student Performance in Undergraduate Physics

ERIC Educational Resources Information Center

Sadiq, Irfan

2010-01-01

The present state of physics teaching and learning is a reflection of the difficulty of the subject matter which has resulted in students' low motivation toward physics as well as lack of meaningful and deeper learning experiences. In light of an overall decline in interest in physics, an investigation of alternate teaching and learning methods…

The Integration of Synchronous Communication Technology into Service Learning for Pre-Service Teachers' Online Tutoring of Middle School Students

ERIC Educational Resources Information Center

Chen, Chao-Hsiu; Liao, Chen-Hung; Chen, Yi-Chieh; Lee, Chen-Feng

2011-01-01

To well prepare pre-service teachers for their future teaching, researchers and teacher-educators have been employing information and communication technology to improve pre-service teachers' learning of subject-matter knowledge, pedagogies, classroom-management skills, and so on. This study illustrates a service-learning project we conducted to…

Forum: The Lecture and Student Learning. Lecture and Active Learning as a Dialectical Tension

ERIC Educational Resources Information Center

Mallin, Irwin

2017-01-01

Lecture remains a valuable tool in the student learning toolbox--one that at its best helps students unpack what they read for class, place course material in context, and see how a subject matter expert solves problems. It may be useful to think of lecture and active learning as a dialectical tension satisfied by the interactive lecture. Just as…

Designing for Motivation: Design-Considerations for Spaced-Repetition-Based Learning Games on Mobile Devices

ERIC Educational Resources Information Center

Schimanke, Florian; Mertens, Robert; Vornberger, Oliver

2017-01-01

Learning games are an ideal vessel for many kinds of learning content. Playful interaction with the subject matter makes the human mind more receptive and thus learning itself more effective. Well designed games also come with an addictive game-play that makes users want to play the game over and over. This is intended in fun games but it can be…

Giving Students the Power to Engage with Learning

NASA Astrophysics Data System (ADS)

Cochran, Kathryn F.; Reinsvold, Lori A.; Hess, Chelsie A.

2017-12-01

This critical discourse analysis study identifies and describes power relationships in elementary classrooms that support science engagement by providing students time to think, ask questions, and find their voices to talk about subject matter. The first analyses involved identification and description of classroom episodes showing high levels of student power and engagement associated with learning science. Classroom episodes were grouped into seven power patterns: use of questions, teacher sharing authority, giving students credit for knowledge, legitimate digressions, enhanced feedback, and writing opportunities. The second analyses documented the manner in which these patterns formed more complex classroom engagement processes called power clusters. These examples further our understanding of the dynamics of classroom discourse and the relationships between student power and engagement in subject matter.

GeoGebra Assist Discovery Learning Model for Problem Solving Ability and Attitude toward Mathematics

NASA Astrophysics Data System (ADS)

Murni, V.; Sariyasa, S.; Ardana, I. M.

2017-09-01

This study aims to describe the effet of GeoGebra utilization in the discovery learning model on mathematical problem solving ability and students’ attitude toward mathematics. This research was quasi experimental and post-test only control group design was used in this study. The population in this study was 181 of students. The sampling technique used was cluster random sampling, so the sample in this study was 120 students divided into 4 classes, 2 classes for the experimental class and 2 classes for the control class. Data were analyzed by using one way MANOVA. The results of data analysis showed that the utilization of GeoGebra in discovery learning can lead to solving problems and attitudes towards mathematics are better. This is because the presentation of problems using geogebra can assist students in identifying and solving problems and attracting students’ interest because geogebra provides an immediate response process to students. The results of the research are the utilization of geogebra in the discovery learning can be applied in learning and teaching wider subject matter, beside subject matter in this study.

Trust Matters: Distinction and Diversity in Undergraduate Science Education

ERIC Educational Resources Information Center

Ream, Robert K.; Lewis, James L.; Echeverria, Begoña; Page, Reba N.

2014-01-01

Background: How do we account for the persistent difficulty the U.S. community of science has in educating larger numbers of talented and diverse undergraduates? We posit that the problem lies in the community's unremitting focus on scientific subject matter knowledge and students' ability to learn, to the neglect of interpersonal social…

Innovations in Learning: New Environments for Education.

ERIC Educational Resources Information Center

Schauble, Leona, Ed.; Glaser, Robert, Ed.

This collection of 13 articles describes informal learning environments that occur outside traditional school settings; covers research-supported strategies for helping both students and teachers engage with and master concepts in school subject matter; and reviews school reform, and the current knowledge about what practices and principles are…

Science of learning is learning of science: why we need a dialectical approach to science education research

NASA Astrophysics Data System (ADS)

Roth, Wolff-Michael

2012-06-01

Research on learning science in informal settings and the formal (sometimes experimental) study of learning in classrooms or psychological laboratories tend to be separate domains, even drawing on different theories and methods. These differences make it difficult to compare knowing and learning observed in one paradigm/context with those observed in the other. Even more interestingly, the scientists studying science learning rarely consider their own learning in relation to the phenomena they study. A dialectical, reflexive approach to learning, however, would theorize the movement of an educational science (its learning and development) as a special and general case—subject matter and method—of the phenomenon of learning (in/of) science. In the dialectical approach to the study of science learning, therefore, subject matter, method, and theory fall together. This allows for a perspective in which not only disparate fields of study—school science learning and learning in everyday life—are integrated but also where the progress in the science of science learning coincides with its topic. Following the articulation of a contradictory situation on comparing learning in different settings, I describe the dialectical approach. As a way of providing a concrete example, I then trace the historical movement of my own research group as it simultaneously and alternately studied science learning in formal and informal settings. I conclude by recommending cultural-historical, dialectical approaches to learning and interaction analysis as a context for fruitful interdisciplinary research on science learning within and across different settings.

Brain white matter structure and COMT gene are linked to second-language learning in adults

PubMed Central

Mamiya, Ping C.; Richards, Todd L.; Coe, Bradley P.; Eichler, Evan E.; Kuhl, Patricia K.

2016-01-01

Adult human brains retain the capacity to undergo tissue reorganization during second-language learning. Brain-imaging studies show a relationship between neuroanatomical properties and learning for adults exposed to a second language. However, the role of genetic factors in this relationship has not been investigated. The goal of the current study was twofold: (i) to characterize the relationship between brain white matter fiber-tract properties and second-language immersion using diffusion tensor imaging, and (ii) to determine whether polymorphisms in the catechol-O-methyltransferase (COMT) gene affect the relationship. We recruited incoming Chinese students enrolled in the University of Washington and scanned their brains one time. We measured the diffusion properties of the white matter fiber tracts and correlated them with the number of days each student had been in the immersion program at the time of the brain scan. We found that higher numbers of days in the English immersion program correlated with higher fractional anisotropy and lower radial diffusivity in the right superior longitudinal fasciculus. We show that fractional anisotropy declined once the subjects finished the immersion program. The relationship between brain white matter fiber-tract properties and immersion varied in subjects with different COMT genotypes. Subjects with the Methionine (Met)/Valine (Val) and Val/Val genotypes showed higher fractional anisotropy and lower radial diffusivity during immersion, which reversed immediately after immersion ended, whereas those with the Met/Met genotype did not show these relationships. Statistical modeling revealed that subjects’ grades in the language immersion program were best predicted by fractional anisotropy and COMT genotype. PMID:27298360

A Workbench for Discovering Task-Specific Theories of Learning

DTIC Science & Technology

1989-03-03

mind (the cognitive architecture) will not be of much use to educators who wish to perform a cognitive task analysis of their subject matter before...analysis packages that can be added to a cognitive architecture, thus creating a ’workbench’ for performing cognitive task analysis . Such tools becomes...learning theories have been. Keywords: Cognitive task analysis , Instructional design, Cognitive modelling, Learning.

Simulation Games as Advance Organizers in the Learning of Social Science Materials. Experiments 1-3.

ERIC Educational Resources Information Center

Livingston, Samuel A.

Three classroom experiments were conducted using a simulation game, Trade and Develop, designed for classroom use with students in grade six through twelve economic geography classes. The hypotheses tested were: a simulation game will motivate students to learn subject matter related to the game, and, the game will facilitate learning by acting as…

Digital Game-Based Learning in High School Computer Science Education: Impact on Educational Effectiveness and Student Motivation

ERIC Educational Resources Information Center

Papastergiou, Marina

2009-01-01

The aim of this study was to assess the learning effectiveness and motivational appeal of a computer game for learning computer memory concepts, which was designed according to the curricular objectives and the subject matter of the Greek high school Computer Science (CS) curriculum, as compared to a similar application, encompassing identical…

Investigating Cognitive Task Difficulties and Expert Skills in E-Learning Storyboards Using a Cognitive Task Analysis Technique

ERIC Educational Resources Information Center

Yusoff, Nor'ain Mohd; Salim, Siti Salwah

2012-01-01

E-learning storyboards have been a useful approach in distance learning development to support interaction between instructional designers and subject-matter experts. Current works show that researchers are focusing on different approaches for use in storyboards, and there is less emphasis on the effect of design and process difficulties faced by…

A Look inside a MUVE Design Process: Blending Instructional Design and Game Principles to Target Writing Skills

ERIC Educational Resources Information Center

Warren, Scott J.; Stein, Richard A.; Dondlinger, Mary Jo; Barab, Sasha A.

2009-01-01

The number of games, simulations, and multi-user virtual environments designed to promote learning, engagement with subject matter, or intended to contextualize learning has been steadily increasing over the past decade. While the use of these digital designs in educational settings has begun to show promise for improving learning, motivation, and…

Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies. Educational Research and Innovation

ERIC Educational Resources Information Center

Paniagua, Alejandro; Istance, David

2018-01-01

Pedagogy is at the heart of teaching and learning. Preparing young people to become lifelong learners with a deep knowledge of subject matter and a broad set of social skills requires a better understanding of how pedagogy influences learning. Focusing on pedagogies shifts the perception of teachers from technicians who strive to attain the…

Examining Learning Approaches of Science Student Teachers According to the Class Level and Gender

ERIC Educational Resources Information Center

Tural Dincer, Guner; Akdeniz, Ali Riza

2008-01-01

There are many factors influence the level of students' achievement in education. Studies show that one of these factors is "learning approach of a student". Research findings generally have identified two approaches of learning: deep and surface. When a student uses the deep approach, he/she has an intrinsic interest in subject matter and is…

Stitching Circuits: Learning about Circuitry through E-Textile Materials

ERIC Educational Resources Information Center

Peppler, Kylie; Glosson, Diane

2013-01-01

Central to our understanding of learning is the relationship between various tools and technologies and the structuring of disciplinary subject matter. One of the staples of early science education curriculum is the use of electrical circuit toolkits to engage students in broader discussions of energy. Traditionally, these concepts are introduced…

The Road Less Travelled? Pathways from Passivity to Agency in Student Learning

ERIC Educational Resources Information Center

Frost, Gail; Connolly, Maureen

2015-01-01

This qualitative study examined fourth-year undergraduate students' responses to reflective writing prompts and journal entries related to their practical experiences in two capstone courses, both based in SBL/PBL pedagogies. We examined their "strategic" approaches to learning that make engagement with subject matter and learning…

Argumentation for Learning: Well-Trodden Paths and Unexplored Territories

ERIC Educational Resources Information Center

Asterhan, Christa S. C.; Schwarz, Baruch B.

2016-01-01

There is increasing consensus among psycho-educational scholars about argumentation as a means to improve student knowledge and understanding of subject matter. In this article, we argue that, notwithstanding a strong theoretical rationale, causal evidence is not abundant, definitions of the objects of study (argumentation, learning) are often not…

Performance and Behavioral Outcomes in Technology-Supported Learning: The Role of Interactive Multimedia

ERIC Educational Resources Information Center

Passerini, Katia

2007-01-01

Understanding the impact of different technological media on the achievement of instructional goals enables the delivery of a subject matter more effectively. Among the various instructional technologies that advance learning, educators and practitioners recurrently identify interactive multimedia as a very powerful tool for instruction and…

Project Selection in the Design Studio: Absence of Learning Environments

ERIC Educational Resources Information Center

Basa, Inci

2010-01-01

Project selection is an essential matter of design teaching. Based on observations of a specific curriculum, the author claims that a wide repertoire of subjects including offices, restaurants, hotels, and other public places are used to prepare design students, but that schools and other "learning environments/ schools" are similarly…

Mentoring the Next Generation of Higher Education Professionals

ERIC Educational Resources Information Center

Corbett, Doris R.

2016-01-01

The loss of significant faculty members comes at a time when public and community expectations for institutions of higher learning have expanded. Public skepticism and the demands for accountability have resulted in greater attention being given to learning outcomes, subject matter, knowledge, proficiency, and capability. This article adds to our…

Immersive Protein Gaming for Bio Edutainment

ERIC Educational Resources Information Center

Cai, Yiyu; Lu, Baifang; Zheng, Jianmin; Li, Lin

2006-01-01

Games have long been used as a tool for teaching important subject matter, from concept building to problem solving. Through fun learning, students may further develop their curiosities and interest in their study. This article addresses the issue of learning biomolecular structures by virtual reality gaming. A bio edutainment solution featuring…

Classrooms that Work: Teaching and Learning Generic Skills.

ERIC Educational Resources Information Center

Stasz, Cathleen

1994-01-01

Eight vocational and academic classes taught by four different teachers at three comprehensive high schools were studied to identify classroom practices that facilitate teaching and learning generic skills. The teachers studied had a mix of instructional goals for students, including subject matter knowledge and skills, complex reasoning skills…

Operant Conditioning and Learning: Examples, Sources, Technology.

ERIC Educational Resources Information Center

Pedrini, Bonnie C.; Pedrini, D. T.

The purpose of this paper is to relate psychology to teaching generally, and to relate behavior shaping to curriculum, specifically. Focusing on operant conditioning and learning, many studies are cited which illustrate some of the work being done toward effectively shaping or modifying student behavior whether in terms of subject matter or…

More than Just Another Course: Service Learning as Antidote to Cultural Bias

ERIC Educational Resources Information Center

Gökmenoglu, Tuba

2017-01-01

The social influence role of teachers and their awareness of their responsibilities towards society are as important as their subject matter and pedagogical knowledge. As a multilevel learning environment, teacher colleges should place significant emphasis on enhancing teacher candidates' social responsibility attitudes, knowledge, and skills. To…

Spaces for Learning: Development and Validation of the School Physical and Campus Environment Survey

ERIC Educational Resources Information Center

Zandvliet, David; Broekhuizen, Avril

2017-01-01

The study of learning environments involves describing educational contexts and identifying empirical relationships among subject matter (curriculum), teaching practices and other environmental variables. In recent years, this has become a growing field of academic inquiry within elementary, secondary and post-secondary research. Investigations of…

It's a Zoo out There!

ERIC Educational Resources Information Center

Henson, Kate

2008-01-01

Zoos can provide exciting educational opportunities for students to learn about a wide range of science subject matter. Zoos and similar nonschool sites have the added advantage of getting students out of school and into another environment, demonstrating that science learning can take place anywhere--not only in formal school settings. Through…

An Intelligent Tutor for Basic Algebra.

ERIC Educational Resources Information Center

McArthur, David; Stasz, Cathleen

The stated goal of Individual Computer-Assisted Instruction (ICAI) research is the development of computer software that combines much of the subject matter being studied, any particular student's learning schema, and the pedagogical knowledge of human tutors into a powerful one-to-one learning environment. This report describes the initial steps…

Staff Training by Satellite: An Experiment in Student-Directed Learning

ERIC Educational Resources Information Center

Barker, Glenn; McCoy, Terry

1978-01-01

The Canadian Public Service Commission conducted an experimental course using the communication technology satellite for the experimental group and a conventional classroom for the control group. Both groups of forty managers had the same subject matter and used the same student-directed learning methodology. The article contains observations on…

New Goals and Changed Roles: Re-Visioning Teacher Education.

ERIC Educational Resources Information Center

Hawley, Willis D.

1993-01-01

It is argued that the current agenda for improving teacher education only seeks to improve the present system. A new, radically restructured approach would train teachers to learn from their experiences, communicate clearly, know their subject matter, integrate ideas into practice, apply learning theory and child development principles, and…

Using Academic Journals to Help Students Learn Subject Matter Content, Develop and Practice Critical Reasoning Skills, and Reflect on Personal Values in Food Science and Human Nutrition Classes

ERIC Educational Resources Information Center

Iwaoka, Wayne T.; Crosetti, Lea M.

2008-01-01

It has been reported that students learn best when they use a wide variety of techniques to understand the information of the discipline, be it visual, auditory, discussion with others, metacognition, hands-on activities, or writing about the subject. We report in this article the use of academic journals not only as an aid for students to learn…

Index to Computer Based Learning.

ERIC Educational Resources Information Center

Hoye, Robert E., Ed.; Wang, Anastasia C., Ed.

The computer-based programs and projects described in this index are listed under 98 different subject matter fields. Descrptions of programs include information on: subject field, program name and number, author, source, the program's curriculum content, prerequisites, level of instruction, type of student for which it is intended, total hours of…

Helping Your Child Learn Geography

USGS Publications Warehouse

,

1996-01-01

By the year 2000, all students will leave grades 4, 8, and 12 having demonstrated competency over challenging subject matter including English, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography, and every school in America will ensure that all students learn to use their minds well, so they may be prepared for responsible citizenship, further learning, and productive employment in our Nation's modern economy.

Research Suggestions in the Design of a Global Graduate Business Program Delivered by Online Learning

ERIC Educational Resources Information Center

Puderbaugh, Amy

2015-01-01

The purpose of this paper was to examine the unique areas of concern when establishing an eLearning program in the field of global business. A survey of eLearning and a global management subject matter appears. This paper identifies potential challenges in program design and raises practical concerns for future research. [For the full proceedings,…

Investigating the Language of Engineering Education

NASA Astrophysics Data System (ADS)

Variawa, Chirag

A significant part of professional communication development in engineering is the ability to learn and understand technical vocabulary. Mastering such vocabulary is often a desired learning outcome of engineering education. In promoting this goal, this research investigates the development of a tool that creates wordlists of characteristic discipline-specific vocabulary for a given course. These wordlists explicitly highlight requisite vocabulary learning and, when used as a teaching aid, can promote greater accessibility in the learning environment. Literature, including work in higher education, diversity and language learning, suggest that designing accessible learning environments can increase the quality of instruction and learning for all students. Studying the student/instructor interface using the framework of Universal Instructional Design identified vocabulary learning as an invisible barrier in engineering education. A preliminary investigation of this barrier suggested that students have difficulty assessing their understanding of technical vocabulary. Subsequently, computing word frequency on engineering course material was investigated as an approach for characterizing this barrier. However, it was concluded that a more nuanced method was necessary. This research program was built on previous work in the fields of linguistics and computer science, and lead to the design of an algorithm. The developed algorithm is based on a statistical technique called, Term Frequency-Inverse Document Frequency. Comparator sets of documents are used to hierarchically identify characteristic terms on a target document, such as course materials from a previous term of study. The approach draws on a standardized artifact of the engineering learning environment as its dataset; a repository of 2254 engineering final exams from the University of Toronto, to process the target material. After producing wordlists for ten courses, with the goal of highlighting characteristic discipline-specific terms, the effectiveness of the approach was evaluated by comparing the computed results to the judgment of subject-matter experts. The overall data show a good correlation between the program and the subject-matter experts. The results indicated a balance between accuracy and feasibility, and suggested that this approach could mimic subject-matter expertise to create a list discipline-specific vocabulary from course materials.

Elementary student teachers' science content representations

NASA Astrophysics Data System (ADS)

Zembal-Saul, Carla; Krajcik, Joseph; Blumenfeld, Phyllis

2002-08-01

This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject-specific considerations for teaching and learning.

Interrelationship of Knowledge, Interest, and Recall: Assessing a Model of Domain Learning.

ERIC Educational Resources Information Center

Alexander, Patricia A.; And Others

1995-01-01

Two experiments involving 125 college and graduate students examined the interrelationship of subject-matter knowledge, interest, and recall in the field of human immunology and biology and assessed cross-domain performance in physics. Patterns of knowledge, interest, and performance fit well with the premises of the Model of Domain Learning. (SLD)

Instructional Strategy: Didactic Media Presentation to Optimize Student Learning

ERIC Educational Resources Information Center

Schilling, Jim

2017-01-01

Context: Subject matter is presented to athletic training students in the classroom using various modes of media. The specific type of mode and when to use it should be considered to maximize learning effectiveness. Other factors to consider in this process include a student's knowledge base and the complexity of material. Objective: To introduce…

Teachers' Education in Socratic Dialogue: Some Effects on Teacher-Learner Interaction

ERIC Educational Resources Information Center

Knezic, Dubravka; Elbers, Ed; Wubbels, Theo; Hajer, Maaike

2013-01-01

This article presents a quasi-experimental study into the effects of a course offered to subject matter student teachers that focused on Socratic Dialogue as a way to enhance their interactional scaffolding of advanced second language learning. Within the framework of the sociocultural theory of learning and second language acquisition, the study…

Students Perspective of Using Content-Based Approach in ESP Class

ERIC Educational Resources Information Center

Yang, Ju Yin; Chen, Wen Ching

2015-01-01

The purpose of this study is to understand the perspectives of using content-based approach on college students in International Trade Business English (ITBE) Class. Content-based Approach (CBA) viewed as language learning with contents for academic subject matter. It provides a cognitive and motivational basis of language learning. CBA approach…

Towards an Integration of Research on Teaching and Learning

ERIC Educational Resources Information Center

Svensson, Lennart

2016-01-01

The aim of this article is to present arguments for an integrated empirical research on teaching and learning based on previous research and the phenomenographic research tradition. From 1970 and for some years after, the main focus in phenomenographic research was on students' approaches to and understanding of subject matter. Later, based on…

On Practising in Physical Education: Outline for a Pedagogical Model

ERIC Educational Resources Information Center

Aggerholm, K.; Standal, O.; Barker, D. M.; Larsson, H.

2018-01-01

Background: Models-based approaches to physical education have in recent years developed as a way for teachers and students to concentrate on a manageable number of learning objectives, and align pedagogical approaches with learning subject matter and context. This paper draws on Hannah Arendt's account of "vita activa" to map existing…

Impact of Homeland Security Communities of Learning: Developing a Strategy for Training and Collaboration

DTIC Science & Technology

2006-09-01

education. LCMS allow subject matter experts, with little technology skills to develop curriculum, deliver courses, and monitor e- learning. Distance...occurring in year seven and therefore it has zero probability of occurring in the first five years. The probability of Ev-2 occurring between years 7 and

When Authentic Experiences Are "Enminded" into Disciplinary Genres: Crossing Biographic and Situated Knowledge.

ERIC Educational Resources Information Center

Tochon, Francois Victor

2000-01-01

Uses data on the oral communication of elementary school learning groups (459 Canadian students in 63 learning groups) to show how experience transcends subject-matter planning, and the paradoxical nature of planning for authentic experiences in education. Presents a framework for semiotic research into disciplinary didactics as a prototype…

V-TECS Guide for Medical Assistant.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This V-TECS (Vocational-Technical Consortium of States) Guide is an extension or continuation of the V-TECS catalog for the occupation of medical assistant. The guide is designed to help South Carolina teachers to promote the art of learning while teaching subject matter. The guide addresses the three domains of learning: psychomotor, cognitive,…

A Principled Approach to Utilizing Digital Games in the Language Learning Classroom

ERIC Educational Resources Information Center

Baierschmidt, Jared

2013-01-01

Empirical research into the use of digital games for educational purposes has shown promising results such as increased learner motivation, improved learner retention of information, and increased learner interest in subject matter. Furthermore, in the field of language learning, digital games have been used successfully in a variety of ways such…

The State of Simulations: Soft-Skill Simulations Emerge as a Powerful New Form of E-Learning.

ERIC Educational Resources Information Center

Aldrich, Clark

2001-01-01

Presents responses of leaders from six simulation companies about challenges and opportunities of soft-skills simulations in e-learning. Discussion includes: evaluation metrics; role of subject matter experts in developing simulations; video versus computer graphics; technology needed to run simulations; technology breakthroughs; pricing;…

A Process Chart to Design Experiential Learning Projects

ERIC Educational Resources Information Center

Zhu, Suning; Wu, Yun; Sankar, Chetan S.

2016-01-01

A high-impact practice is to incorporate experiential learning projects when teaching difficulty subject matters so as to enhance students' understanding and interest in the course content. But, there is limited research on how to design and execute such projects. Therefore, we propose a framework based on the processes described by the Project…

Multiple Views, Contexts, and Symbol Systems in Learning with Hypertext/Hypermedia: A Critical Review of Research.

ERIC Educational Resources Information Center

Tergan, Sigmar-Olaf

1997-01-01

Reviews research on the effectiveness of hypertext/hypermedia-based learning and concludes that presenting subject matter from different perspectives, in multiple contexts, and in multiple codes does not automatically contribute to higher performance but may when instructional scaffolding is provided. The additional cognitive load may actually…

Reasoning by Argumentation. Social Studies Learning Milestone 4.

ERIC Educational Resources Information Center

Voss, James F.

This paper is concerned with the importance of argumentation in the classroom, especially in relation to the social sciences. Issues of argument and argument evaluation are considered. The paper analyzes the nature of such reasoning and indicates its importance in subject matter learning. Three situations are described in the paper in which…

Learning to Teach: Alternatives to Trial by Fire

ERIC Educational Resources Information Center

Trautmann, Nancy M.

2008-01-01

The traditional presumption in higher education that subject-matter knowledge is sufficient for effective teaching is breaking down. One cause of this change is the growing knowledge about how people learn, a consequence of which is a heightened focus on student-centered teaching practices. Another is the increasing diversity of students seeking…

Assessing the Design and Development of Hybrid Linked Learning Professional Development Programs for Teachers: Challenges and Successes

ERIC Educational Resources Information Center

Erener, Eren

2017-01-01

This study informs instructional designers, all stakeholders in higher education and K-12, of the successes and challenges associated with designing and developing online/hybrid Linked Learning courses. The study examines via surveys and interviews the perspectives of instructional designers, subject matter experts, students, and course…

Incorporating Process-Based Writing Pedagogy into First-Year Learning Communities: Strategies and Outcomes

ERIC Educational Resources Information Center

Barnhisel, Greg; Stoddard, Evan; Gorman, Jennifer

2012-01-01

This article reports a study that examines the efforts of one school--Duquesne University in Pittsburgh, Pennsylvania--to improve student writing in first-year learning communities by promoting so-called process-based writing pedagogy outside of writing classes. Administrators encouraged instructors of subject-matter classes to integrate the…

Adult Basic Education and the Cyber Classroom

ERIC Educational Resources Information Center

Johnson-Bailey, Juanita

2016-01-01

In this brief article, the author expresses her greatest concerns regarding learning in the cyber world: the appropriateness of online learning for courses with sensitive subject matter, the comfort level of nontraditional learners in this new setting, and the inability as an instructor to fully engage with the learner in real time. As an adult…

Bothered by abstractness or engaged by cohesion? Experts' explanations enhance novices' deep-learning.

PubMed

Lachner, Andreas; Nückles, Matthias

2015-03-01

Experts' explanations have been shown to better enhance novices' transfer as compared with advanced students' explanations. Based on research on expertise and text comprehension, we investigated whether the abstractness or the cohesion of experts' and intermediates' explanations accounted for novices' learning. In Study 1, we showed that the superior cohesion of experts' explanations accounted for most of novices' transfer, whereas the degree of abstractness did not impact novices' transfer performance. In Study 2, we investigated novices' processing while learning with experts' and intermediates' explanations. We found that novices studying experts' explanations actively self-regulated their processing of the explanations, as they showed mainly deep-processing activities, whereas novices learning with intermediates' explanations were mainly engaged in shallow-processing activities by paraphrasing the explanations. Thus, we concluded that subject-matter expertise is a crucial prerequisite for instructors. Despite the abstract character of experts' explanations, their subject-matter expertise enables them to generate highly cohesive explanations that serve as a valuable scaffold for students' construction of flexible knowledge by engaging them in deep-level processing. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Functional connectivity between somatosensory and motor brain areas predicts individual differences in motor learning by observing.

PubMed

McGregor, Heather R; Gribble, Paul L

2017-08-01

Action observation can facilitate the acquisition of novel motor skills; however, there is considerable individual variability in the extent to which observation promotes motor learning. Here we tested the hypothesis that individual differences in brain function or structure can predict subsequent observation-related gains in motor learning. Subjects underwent an anatomical MRI scan and resting-state fMRI scans to assess preobservation gray matter volume and preobservation resting-state functional connectivity (FC), respectively. On the following day, subjects observed a video of a tutor adapting her reaches to a novel force field. After observation, subjects performed reaches in a force field as a behavioral assessment of gains in motor learning resulting from observation. We found that individual differences in resting-state FC, but not gray matter volume, predicted postobservation gains in motor learning. Preobservation resting-state FC between left primary somatosensory cortex and bilateral dorsal premotor cortex, primary motor cortex, and primary somatosensory cortex and left superior parietal lobule was positively correlated with behavioral measures of postobservation motor learning. Sensory-motor resting-state FC can thus predict the extent to which observation will promote subsequent motor learning. NEW & NOTEWORTHY We show that individual differences in preobservation brain function can predict subsequent observation-related gains in motor learning. Preobservation resting-state functional connectivity within a sensory-motor network may be used as a biomarker for the extent to which observation promotes motor learning. This kind of information may be useful if observation is to be used as a way to boost neuroplasticity and sensory-motor recovery for patients undergoing rehabilitation for diseases that impair movement such as stroke. Copyright © 2017 the American Physiological Society.

The Effect of 7E Learning Model on Conceptual Understandings of Prospective Science Teachers on "de Broglie Matter Waves" Subject

ERIC Educational Resources Information Center

Gorecek Baybars, Meryem; Kucukozer, Huseyin

2018-01-01

The object of this study is to determine the conceptual understanding that prospective Science teachers have relating "de Broglie: Matter waves" and to investigate the effect of the instruction performed, on the conceptual understanding. This study was performed at a state university located in the western part of Turkey, with the…

How Leadership Content Knowledge in Writing Influences Leadership Practice in Elementary Schools

ERIC Educational Resources Information Center

Olsen, Heather Stuart

2010-01-01

In an era of increased accountability mandates, school leaders face daunting challenges to improve instruction. Despite the vast research on instructional leadership, little is known about how principals improve teaching and learning in the subject of writing. Leadership content knowledge is the overlap of knowledge of subject matter and…

The School Ground Classroom: A Curriculum to Teach K-6 Subjects Outdoors. First Edition.

ERIC Educational Resources Information Center

Green, Dan; And Others

Suggesting that outdoor activities can be positive learning experiences, lesson plans and activities were designed to demonstrate that the outdoors is an interdisciplinary classroom, to be used on virtually any school site, and to teach subject matter taught as part of the standard curriculum. Seventeen interdisciplinary ideas with correlated…

Understanding pressure: didactical transpositions and pupils' conceptions

NASA Astrophysics Data System (ADS)

Kariotogloy, P.; Psillos, D.; Vallassiades, O.

1990-03-01

Using the concept of pressure two research trends-content analysis and pupils' conceptions of subject matter-are drawn together, in an attempt to understand the issues in teaching and learning specific domains of physics.

Estimate of Students' Workload and the Impact of the Evaluation System on Students' Dedication to Studying a Subject in First-Year Engineering Courses

ERIC Educational Resources Information Center

Garmendia, Mikel; Guisasola, Jenaro; Barragues, J. I.; Zuza, Kristina

2008-01-01

In order to adapt current subjects to the ECTS credits system, it is necessary to estimate how much time a student has to invest in learning a subject. The Polytechnic Engineering School of the University of the Basque Country has made an initial study to investigate this matter in several subjects. A weekly questionnaire design was used for all…

Co-Located Collaborative Learning Video Game with Single Display Groupware

ERIC Educational Resources Information Center

Infante, Cristian; Weitz, Juan; Reyes, Tomas; Nussbaum, Miguel; Gomez, Florencia; Radovic, Darinka

2010-01-01

Role Game is a co-located CSCL video game played by three students sitting at one machine sharing a single screen, each with their own input device. Inspired by video console games, Role Game enables students to learn by doing, acquiring social abilities and mastering subject matter in a context of co-located collaboration. After describing the…

Career Exploration in Agribusiness, Renewable Natural Resources, and Environmental Protection: A Curriculum Guide for Grades 7-9.

ERIC Educational Resources Information Center

Lawson, Dorothy; And Others

This guide contains eight learning modules which are designed as samples which fuse the career development concepts, subject matter, and occupational information into learning activities using occupations as the nucleus. There is one module for each of the eight occupational areas: agricultural equipment and mechanics, agricultural products (food…

Integration of Digital Technology and Innovative Strategies for Learning and Teaching Large Classes: A Calculus Case Study

ERIC Educational Resources Information Center

Vajravelu, Kuppalapalle; Muhs, Tammy

2016-01-01

Successful science and engineering programs require proficiency and dynamics in mathematics classes to enhance the learning of complex subject matter with a sufficient amount of practical problem solving. Improving student performance and retention in mathematics classes requires inventive approaches. At the University of Central Florida (UCF) the…

Perry's Scheme of Intellectual and Epistemological Development as a Framework for Describing Student Difficulties in Learning Organic Chemistry

ERIC Educational Resources Information Center

Grove, Nathaniel P.; Bretz, Stacey Lowery

2010-01-01

We have investigated student difficulties with the learning of organic chemistry. Using Perry's Model of Intellectual Development as a framework revealed that organic chemistry students who function as dualistic thinkers struggle with the complexity of the subject matter. Understanding substitution/elimination reactions and multi-step syntheses is…

Reaching Out to All Students: The Integrated English Approach.

ERIC Educational Resources Information Center

Peters, William H.

Traditional teaching of English language arts is based on a receptive-accrual view of learning, which places the learner in a passive rather than an active role in the teaching-learning process. This approach conveys to the learner the view that the subject matter is fragmented and that teachers prepare discrete, disconnected lessons. L.M.…

Ten Years of Open Practice: A Reflection on the Impact of OpenLearn

ERIC Educational Resources Information Center

Law, Patrina; Jelfs, Anne

2016-01-01

The Open University (OU) makes a proportion of all its taught modules available to the public via OpenLearn each year. This process involves the modification, of module excerpts, showcasing subject matter and teaching approach. This activity serves both the University's social and business missions through the delivery of free courses to the…

Data Use Practices for Improved Mathematics Teaching and Learning: The Importance of Productive Dissonance and Recurring Feedback Cycles

ERIC Educational Resources Information Center

Christman, Jolley Bruce; Ebby, Caroline B.; Edmunds, Kimberly A.

2016-01-01

Background: A growing number of studies argue that data use practices in schools have not sufficiently attended to teachers' learning about students, subject matter, and instruction. The result has been changes in instructional management (e.g., student grouping, assignment of students to tutoring) rather than instructional improvement. Further,…

Four Social Neuroscience On-Going Requisites for Effective Collaborative Learning and the Altruistic Turn

ERIC Educational Resources Information Center

Murphey, Tim

2016-01-01

Understandings from the field of social neuroscience can help educators cultivate collaborative students who get excited about learning from one another. To facilitate a collaborative atmosphere, educators first need to be able to show concern for their students beyond the subject matter. They also can help students understand how being social…

Quest for the Golden Rule: An Effective Social Skills Promotion and Bullying Prevention Program

ERIC Educational Resources Information Center

Rubin-Vaughan, Alice; Pepler, Debra; Brown, Steven; Craig, Wendy

2011-01-01

Everyday many students face bullying situations that they are ill equipped to manage. E-learning has recently emerged as a potentially effective tool in teaching children social skills, in addition to academic subject matter. Quest for the Golden Rule is one of the first bullying prevention e-learning programs available, designed by the…

Computer-Based Instruction: Effect of Cognitive Style, Instructional Format, and Subject-Matter Content on Learning.

ERIC Educational Resources Information Center

Brent, Linda J. Buehner

This report describes an experiment investigating the effects of cognitive style, presentation format, and task content on learning. Cognitive style was described in terms of hemisphericity (i.e., left- or right-brain influence on perception). Presentation format consisted of graphics, text, and a combination of the two. The tasks consisted of…

Learning Movement Culture: Mapping the Landscape between Physical Education and School Sport

ERIC Educational Resources Information Center

Ward, Gavin

2014-01-01

This article examines Movement Culture as an approach to support teachers in exploring the integration of Sport as a medium for learning within Physical Education. By avoiding the need to draw clearly defined lines between Physical Education and Sport, Movement Culture embraces both. It acknowledges the need for subject matter in Physical…

Retail Flower Shop Salesperson and Floral Designer. Student's Manual.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This document consists of the student manual for a course in retail flower shop sales and floral design for use in vocational education courses in high schools in South Carolina. The guide consists of 22 learning modules that incorporate the subject matter needed by workers in these jobs. Each learning module consists of an introduction,…

Clip and Save.

ERIC Educational Resources Information Center

Hubbard, Guy

2003-01-01

Presents a painting by Augustus John, selected for its facial expression and body language of the woman in the picture "Madame Suggia." Includes information about the artist and learning activities. Explores the subject matter and content of the painting. (CMK)

Learning to See Words

PubMed Central

2011-01-01

Skilled reading requires recognizing written words rapidly; functional neuroimaging research has clarified how the written word initiates a series of responses in visual cortex. These responses are communicated to circuits in ventral occipitotemporal (VOT) cortex that learn to identify words rapidly. Structural neuroimaging has further clarified aspects of the white matter pathways that communicate reading signals between VOT and language systems. We review this circuitry, its development, and its deficiencies in poor readers. This review emphasizes data that measure the cortical responses and white matter pathways in individual subjects rather than group differences. Such methods have the potential to clarify why a child has difficulty learning to read and to offer guidance about the interventions that may be useful for that child. PMID:21801018

The surgical learning and instructional portfolio: what residents at a single institution are learning.

PubMed

Webb, Travis P; Merkley, Taylor R

2011-03-01

The Accreditation Council for Graduate Medical Education (ACGME) Learning Portfolio is recommended as a tool to develop and document reflective, practice-based learning and improvement. There is no consensus regarding the appropriate content of a learning portfolio in medical education. Studying lessons selected for inclusion in their learning portfolios by surgical trainees could help identify useful subject matter for this purpose. Each month, all residents in our surgery residency program submit entries into their individual Surgical Learning and Instructional Portfolio (SLIP). The SLIP entries from July 2008 to 2009 (n = 420) were deidentified and randomized using a random number generator. We conducted a thematic content analysis of 50 random portfolio entries to identify lessons learned. Two independent raters analyzed the "3 lessons learned" portion of the portfolio entries and identified themes and subthemes using the constant comparative method used in grounded theory. The collaborative coding process resulted in theme saturation after the identification of 7 themes and their subthemes. Themes in decreasing order of frequency included complications, disease epidemiology, disease presentation, surgical management of disease, medical management of disease, operative techniques, and pathophysiology. Junior residents chose to focus on a broad array of foundational topics including disease presentation, epidemiology, and overall management of diseases, whereas postgraduate year-4 (PGY-4) and PGY-5 residents most frequently chose to focus on complications as learning points. Lessons learned reflect perceived needs of the trainees based on training year. When given a template to follow, junior and senior residents choose to reflect on different subject matter to meet their learning goals.

An Instructional Design for Accelerating Children's Concept Learning. Technical Report No. 321.

ERIC Educational Resources Information Center

McMurray, Nancy E.; And Others

An instructional design based on task analysis procedures was used to develop two experimental lessons to accelerate attainment of a subject-matter concept by fourth grade students. A variation of the Solomon Four-Group design was employed to determine the effects of the pretest. Performance of 118 randomly assigned subjects on a measure assessing…

Teaching Economics: The Role of Cognitions on Teaching and Learning of Teachers and Students.

ERIC Educational Resources Information Center

Achtenhagen, Frank

Studies in the field of economics education indicate that teachers prefer content and a subject-oriented curriculum, while students favor a more personal relationship with the teacher and recognition as unique individuals. Mastery of subject matter is not as important to economics students. As a result, the following problems may occur in the…

Tips for Teaching Math to Elementary Students

ERIC Educational Resources Information Center

Scarpello, Gary

2010-01-01

Since most elementary school teachers do not hold a degree in mathematics, teaching math may be a daunting task for some. Following are a few techniques to help make teaching and learning math easier and less stressful. First, know that math is a difficult subject to teach--even for math teachers. The subject matter itself is challenging. Second,…

The Integration of Character Values in the Teaching of Economics: A Case of Selected High Schools in Banjarmasin

ERIC Educational Resources Information Center

Hadi, Rizali

2015-01-01

Character education is currently an international issue and schools are deeply involved in its dissemination. In Indonesia, teachers have been introduced to various methods and techniques of how to integrate character values with subject-matter content during teaching-learning processes. Since teaching character values together with subject matter…

Popular Music as a Learning Tool in the Social Studies.

ERIC Educational Resources Information Center

Litevich, John A., Jr.

This teaching guide reflects the belief that popular music is an effective tool for teachers to use in presenting social studies lessons to students. Titles of songs representative of popular music from 1955 to 1982 are listed by subject matter and suggest a possible lesson to be used in teaching that particular issue. Subject areas listed…

A Practical Decision Guide for Integrating Digital Applications and Handheld Devices into Advanced Individual Training

DTIC Science & Technology

2013-07-01

the devices increase efficiency and make instruction easier for them. (1) Demonstrate the ability of mobile learning to improve student learning ...predictors of learning , after controlling for the effects of cognitive ability and pre-training knowledge of the subject matter. Equally as...conventional teaching. PBL is an instructional model originally developed in medical schools , in which students are given a complex problem to solve that may

Low episodic memory performance in cognitively normal elderly subjects is associated with increased posterior cingulate gray matter N-acetylaspartate: a 1H MRSI study at 7 Tesla.

PubMed

Schreiner, Simon J; Kirchner, Thomas; Wyss, Michael; Van Bergen, Jiri M G; Quevenco, Frances C; Steininger, Stefanie C; Griffith, Erica Y; Meier, Irene; Michels, Lars; Gietl, Anton F; Leh, Sandra E; Brickman, Adam M; Hock, Christoph; Nitsch, Roger M; Pruessmann, Klaas P; Henning, Anke; Unschuld, Paul G

2016-12-01

Low episodic memory performance characterizes elderly subjects at increased risk for Alzheimer's disease (AD) and may reflect neuronal dysfunction within the posterior cingulate cortex and precuneus (PCP) region. To investigate a potential association between cerebral neurometabolism and low episodic memory in the absence of cognitive impairment, tissue-specific magnetic resonance spectroscopic imaging at ultrahigh field strength of 7 Tesla was used to investigate the PCP region in a healthy elderly study population (n = 30, age 70 ± 5.7 years, Mini-Mental State Examination 29.4 ± 4.1). The Verbal Learning and Memory Test (VLMT) was administered as part of a neuropsychological battery for assessment of episodic memory performance. Significant differences between PCP gray and white matter could be observed for glutamate-glutamine (p = 0.001), choline (p = 0.01), and myo-inositol (p = 0.02). Low Verbal Learning and Memory Test performance was associated with high N-acetylaspartate in PCP gray matter (p = 0.01) but not in PCP white matter. Our data suggest that subtle decreases in episodic memory performance in the elderly may be associated with increased levels of N-acetylaspartate as a reflection of increased mitochondrial energy capacity in PCP gray matter. Copyright © 2016 Elsevier Inc. All rights reserved.

The Surgical Learning and Instructional Portfolio: What Residents at a Single Institution Are Learning

PubMed Central

Webb, Travis P; Merkley, Taylor R

2011-01-01

Background The Accreditation Council for Graduate Medical Education (ACGME) Learning Portfolio is recommended as a tool to develop and document reflective, practice-based learning and improvement. There is no consensus regarding the appropriate content of a learning portfolio in medical education. Studying lessons selected for inclusion in their learning portfolios by surgical trainees could help identify useful subject matter for this purpose. Methods Each month, all residents in our surgery residency program submit entries into their individual Surgical Learning and Instructional Portfolio (SLIP). The SLIP entries from July 2008 to 2009 (n = 420) were deidentified and randomized using a random number generator. We conducted a thematic content analysis of 50 random portfolio entries to identify lessons learned. Two independent raters analyzed the “3 lessons learned” portion of the portfolio entries and identified themes and subthemes using the constant comparative method used in grounded theory. Results The collaborative coding process resulted in theme saturation after the identification of 7 themes and their subthemes. Themes in decreasing order of frequency included complications, disease epidemiology, disease presentation, surgical management of disease, medical management of disease, operative techniques, and pathophysiology. Junior residents chose to focus on a broad array of foundational topics including disease presentation, epidemiology, and overall management of diseases, whereas postgraduate year-4 (PGY-4) and PGY-5 residents most frequently chose to focus on complications as learning points. Conclusions Lessons learned reflect perceived needs of the trainees based on training year. When given a template to follow, junior and senior residents choose to reflect on different subject matter to meet their learning goals. PMID:22379531

Does Instructional Format Really Matter? Cognitive Load Theory, Multimedia and Teaching English Literature

ERIC Educational Resources Information Center

Martin, Stewart

2012-01-01

This article reports a quasi-experimental study on the effects of multimedia teaching and learning in English Literature--a subject which places high cognitive load on students. A large-scale study was conducted in 4 high-achieving secondary schools to examine the differences made to students' learning and performance by the use of multimedia and…

Improving the Conceptual Understanding in Kinematics Subject Matter with Hypertext Media Learning and Formal Thinking

ERIC Educational Resources Information Center

Manurung, Sondang R.; Mihardi, Satria

2016-01-01

The purpose of this study was to determine the effectiveness of hypertext media based kinematic learning and formal thinking ability to improve the conceptual understanding of physic prospective students. The research design used is the one-group pretest-posttest experimental design is carried out in the research by taking 36 students on from…

Sex Steroid Hormones Matter for Learning and Memory: Estrogenic Regulation of Hippocampal Function Inmale and Female Rodents

ERIC Educational Resources Information Center

Frick, Karyn M.; Kim, Jaekyoon; Tuscher, Jennifer J.; Fortress, Ashley M.

2015-01-01

Ample evidence has demonstrated that sex steroid hormones, such as the potent estrogen 17ß-estradiol (E[subscript 2]), affect hippocampal morphology, plasticity, and memory in male and female rodents. Yet relatively few investigators who work with male subjects consider the effects of these hormones on learning and memory. This review describes…

New Ways in Teacher Education. New Ways in TESOL Series: Innovative Classroom Techniques.

ERIC Educational Resources Information Center

Freeman, Donald, Ed.; Cornwell, Steve, Ed.

This book presents 46 classroom activities that teacher educators have used in helping people learn to teach. Some are specific to learning how to teach second languages, but most can be used to address the teaching of any subject matter. All emphasize what teacher trainees bring to the process of becoming independent, self-sufficient classroom…

The Effect of Brain Based Learning on Academic Achievement: A Meta-Analytical Study

ERIC Educational Resources Information Center

Gozuyesil, Eda; Dikici, Ayhan

2014-01-01

This study's aim is to measure the effect sizes of the quantitative studies that examined the effectiveness of brain-based learning on students' academic achievement and to examine with the meta-analytical method if there is a significant difference in effect in terms of the factors of education level, subject matter, sampling size, and the…

Teachers, Tundra, and Talking Circles: Learning History and Culture in an Alaska Native Village

ERIC Educational Resources Information Center

Fickel, Letitia Hochstrasser

2005-01-01

What teachers know about their subject-matter and how to teach it has become increasingly important as states continue to expect more rigorous learning outcomes for K-12 students--even more so when we consider that they must teach this content to an increasingly diverse student population. This article reports the findings from a four-year case…

Distance Learning between German and Japanese School Classes Based on a Real Time Video Conference Environment.

ERIC Educational Resources Information Center

Graf, Klaus-D.

We have established an environment for German-Japanese school education projects using real time interactive audio-visual distance learning between remote classrooms. In periods of 8-12 weeks, two classes are dealing with the same subject matter, exchanging materials and results via e-mail and Internet. At 3 or 4 occasions the classes met on…

Student Perceptions of Facilitators' Social Congruence, Use of Expertise and Cognitive Congruence in Problem-Based Learning

ERIC Educational Resources Information Center

Yew, Elaine H. J.; Yong, Janice J. Y.

2014-01-01

In problem-based learning (PBL), the role of a tutor or facilitator is different from what is typically considered as the role of a traditional teacher. In addition to being a subject-matter expert, the facilitator is also expected to be "socially" and "cognitively congruent". In this study, we analyze the survey responses from…

Promoting Conceptual Change of Learning Sorting Algorithm through the Diagnosis of Mental Models: The Effects of Gender and Learning Styles

ERIC Educational Resources Information Center

Lau, Wilfred W. F.; Yuen, Allan H. K.

2010-01-01

It has been advocated that pedagogical content knowledge as well as subject matter knowledge are important for improving classroom instructions. To develop pedagogical content knowledge, it is argued that understanding of students' mental representations of concepts is deemed necessary. Yet assessing and comparing mental model of each individual…

Teaching and Learning: A Key to Success. The ACTFL Foreign Language Education Series, Vol. 10.

ERIC Educational Resources Information Center

Westphal, Patricia B.

The numerous innovations in foreign language teaching during the past ten years indicate that the profession is reaching toward syllabi in which students would learn to master and apply creatively a fairly limited body of material built around basic linguistic and cultural concepts. This theme is apparent in the syllabi, or subject-matter content…

An Integrative Experiential Learning Project in the Undergraduate Branding Course: Creating a Marketing Department Brochure

ERIC Educational Resources Information Center

Craciun, Georgiana; Corrigan, Hope Bober

2010-01-01

This article introduces a selective approach to curriculum integration that consists of linking the subject matter of a new course with knowledge and skills acquired in two or more completed courses to create a deeper and richer learning experience. Benefits and challenges of the selective approach and an example of implementing an integrative…

The Scholarship of Teaching and Learning: Help for Academic Tour Guides

ERIC Educational Resources Information Center

Saathoff, Rachael

2013-01-01

The presence of scholarship of teaching and learning (SoTL), or its absence, has greatly impacted my undergraduate studies. While professors are experts in their subject matter, they do not always know how to reach students. SoTL provides resources to address such disconnects. Just-in-time teaching (JiTT) is one example of a SoTL-informed teaching…

Transforming schools into communities of thinking and learning about serious matters.

PubMed

Brown, A L

1997-04-01

In this article, a program of research known as Fostering Communities of Learners is described. This program is in place in several schools and classrooms serving inner-city students from 6 to 12 years of age. Based on theoretical advances in cognitive and developmental psychology, the program is successful at improving both literacy skills and domain-area subject matter knowledge (e.g., environmental science and biology). Building on young children's emergent strategic and metacognitive knowledge, together with their skeletal biological theories, the program leads children to discover the deep principles of the domain and to develop flexible learning and inquiry strategies of wide applicability.

The problem-solving approach in the teaching of number theory

NASA Astrophysics Data System (ADS)

Toh, Pee Choon; Hoong Leong, Yew; Toh, Tin Lam; Dindyal, Jaguthsing; Quek, Khiok Seng; Guan Tay, Eng; Him Ho, Foo

2014-02-01

Mathematical problem solving is the mainstay of the mathematics curriculum for Singapore schools. In the preparation of prospective mathematics teachers, the authors, who are mathematics teacher educators, deem it important that pre-service mathematics teachers experience non-routine problem solving and acquire an attitude that predisposes them to adopt a Pólya-style approach in learning mathematics. The Practical Worksheet is an instructional scaffold we adopted to help our pre-service mathematics teachers develop problem-solving dispositions alongside the learning of the subject matter. The Worksheet was initially used in a design experiment aimed at teaching problem solving in a secondary school. In this paper, we describe an application and adaptation of the MProSE (Mathematical Problem Solving for Everyone) design experiment to a university level number theory course for pre-service mathematics teachers. The goal of the enterprise was to help the pre-service mathematics teachers develop problem-solving dispositions alongside the learning of the subject matter. Our analysis of the pre-service mathematics teachers' work shows that the MProSE design holds promise for mathematics courses at the tertiary level.

Teacher's Guide to Paddle-to-the-Sea: The MATCH Box Project; Prototype Edition.

ERIC Educational Resources Information Center

Bever, Buz; Kresse, Frederick H.

The Materials and Activities for Teachers and Children (MATCH Box) project provides for a two-week intensive treatment of a subject on the elementary school level. Each MATCH Box contains materials, equipment and activities that work together to foster the teaching/learning of the particular subject matter. PADDLE-TO-THE-SEA is a social studies…

In the Beginning Was the Other: Lacanian Psychoanalysis and Its Implications for Educational Research Method

ERIC Educational Resources Information Center

Hyldgaard, Kirsten

2009-01-01

In much of educational philosophy and sciences the fundamental concepts are the subject conceived of as conscious and constituting and the learning process conceived of as a matter of cognition. This article asks what the effect would be on educational research method and educational theory in general if the fundamental concept were the subject in…

Factors in ETV Presenter Selection: Effects of Stereotyping

ERIC Educational Resources Information Center

Coldevin, Gary O.

1977-01-01

Three presenters varying on two dimensions (young-mature, straight-hip) were used in a documentary on forest fires. The high school audience was tested for learning acquisition, as well as attitudes toward the presenter and the subject matter. (BD)

Bridging Individual Experiences to Organizational Knowledge: The Remodeling of a National Learning Resources Center.

ERIC Educational Resources Information Center

Jih, Huecyhing Janice; Lin, Yenjen; Wu, Szuchien Sofia

The K-12 Gas Station is a national World Wide Web site in Taiwan that serves as the educational portal that provides teachers, parents, pupils, and public communities with rich content for all subject matters in grades K-12. The K-12 Gas Station plays a critical role in the efforts to build up a technology-based learning environment to help…

Ground Rules in Team Projects: Findings from a Prototype System to Support Students

ERIC Educational Resources Information Center

Whatley, Janice

2009-01-01

Student team project work in higher education is one of the best ways to develop team working skills at the same time as learning about the subject matter. As today's students require the freedom to learn at times and places that better match their lifestyles, there is a need for any support for team project work to be also available online. Team…

Let Them Play: The Impact of Mechanics and Dynamics of a Serious Game on Student Perceptions of Learning Engagement

ERIC Educational Resources Information Center

Wang, Yichuan; Rajan, Pramod; Sankar, Chetan S.; Raju, P. K.

2017-01-01

Serious games are becoming important educational tools and are increasingly being integrated into courses in many different academic areas and widely portrayed as a means of helping individuals concentrate on the subject matter and enjoy learning. This paper discusses the development and testing of a serious game by using a research model where…

Are Tutor Behaviors in Problem-Based Learning Stable? A Generalizability Study of Social Congruence, Expertise and Cognitive Congruence

ERIC Educational Resources Information Center

Williams, Judith C.; Alwis, W. A. M.; Rotgans, Jerome I.

2011-01-01

The purpose of this study was to investigate the stability of three distinct tutor behaviors (1) use of subject-matter expertise, (2) social congruence and (3) cognitive congruence, in a problem-based learning (PBL) environment. The data comprised the input from 16,047 different students to a survey of 762 tutors administered in three consecutive…

Transforming Effective Army Units: Best Practices and Lessons Learned

DTIC Science & Technology

2013-08-01

Unlimited 106 Dorothy Young 703-545-2316 ii iii Technical Report 1326 Effective Army Units: Best Practices and Lessons Learned...SBCT units at Joint Base Lewis -McChord (JBLM), and two civilian subject matter experts on transformation from the Program Manager (PM) Stryker and...ISR Intelligence, Surveillance, Reconnaissance JBLM Joint Base Lewis -McChord JRTC Joint Readiness Training Center A-2 LNO Liaison

The advantages of problem-based curricula.

PubMed Central

Dolmans, D.; Schmidt, H.

1996-01-01

Problem-based curricula provide a learning environment in which competence is fostered not primarily by teaching to impart knowledge, but through encouraging an inquisitive style of learning. Preliminary discussion in small groups, contextual learning, integration of knowledge and an emphasis on patient problems, have several cognitive effects on student learning. These effects are increased retention of knowledge, enhancement of integration of basic science concepts into clinical problems, the development of self-directed learning skills, and the enhancement of students' intrinsic interest in the subject matter. In this paper a number of studies will be reviewed that provide empirical evidence for these premises. PMID:8949589

Influence of tutors' subject-matter expertise on student effort and achievement in problem-based learning.

PubMed

Schmidt, H G; van der Arend, A; Moust, J H; Kokx, I; Boon, L

1993-10-01

To investigate the effects of tutors' subject-matter expertise on students' levels of academic achievement and study effort in a problem-based health sciences curriculum. Also, to study differences in tutors' behaviors and the influences of these differences on students' performances. Data were analyzed from 336 staff-led tutorial groups involving student participants in seven four-year undergraduate programs at the University of Limburg Faculty of Health Sciences in 1989-90. Overall, 1,925 data records were studied, with each student participating in an average of 1.7 groups led by either content experts or non-experts. The basic analyses were of (1) students' achievement scores as a function of tutors' expertise levels and students' curriculum year; (2) students' estimates of self-study time as a function of tutors' expertise levels and students' curriculum year; and (3) the average ratings of the tutors' behaviors as a function of tutors' expertise levels. Statistical methods included analysis of variance and Pearson correlations. The students guided by subject-matter experts were shown to spend more time on self-directed study, and they achieved somewhat better than did the students guided by non-expert tutors. The effect of subject-matter expertise on achievement was strongest in the first curriculum year, suggesting that novice students are more dependent on their tutors' expertise than are more advanced students. Also, the content-expert tutors made more extensive use of their subject-matter knowledge to guide students. However, in addition to the tutors' knowledge-related behaviors, the tutors' process-facilitation skills affected student achievement. Moreover, these two sets of behaviors were correlated, indicating that both are necessary conditions for effective tutoring. The results indicate that, at least for the curriculum studied, the assumption in the literature that tutors do not necessarily need content knowledge so long as they are skilled in the tutoring process is not entirely justified: the students who were guided by content experts achieved somewhat better and spent more time on self-directed learning. More important, tutoring skill and content knowledge seemed to be necessary and closely related conditions for effective tutoring.

34 CFR 668.10 - Direct assessment programs.

Code of Federal Regulations, 2010 CFR

2010-07-01

... such as creativity, analysis or synthesis associated with the subject matter of the program. Examples... measurement apply to direct assessment programs. Because a direct assessment program does not utilize credit... program includes regularly scheduled learning sessions, faculty-guided independent study, consultations...

ADDIE Model Application Promoting Interactive Multimedia

NASA Astrophysics Data System (ADS)

Baharuddin, B.

2018-02-01

This paper presents the benefits of interactive learning in a vocational high school, which is developed by Research and Developmet (R&D) method. The questionnaires, documentations, and instrument tests are used to obtain data and it is analyzed by descriptive statistic. The results show the students’ competence is generated up to 80.00 %, and the subject matter aspects of the content is up to 90.00 %. The learning outcomes average is 85. This type media fulfils the proposed objective which can enhance the learning outcome.

Institutional Training Strategy for Combined Arms Commanders - A Fire Support Perspective

DTIC Science & Technology

1993-04-02

to subject matter and student population. Educational theory offers two models of learning - pedagogy and andragogy . Originally distinguished as the...subject (knowledge) while andragogy represents an orientation on performance (application)." 0 The distinction between the two models is important in...readings, drill, quizzes, rote memorizing, and examination."" Andragogy , on the other hand, is a more participative process incorporating group

Structural and Functional Bases for Individual Differences in Motor Learning

PubMed Central

Tomassini, Valentina; Jbabdi, Saad; Kincses, Zsigmond T.; Bosnell, Rose; Douaud, Gwenaelle; Pozzilli, Carlo; Matthews, Paul M.; Johansen-Berg, Heidi

2013-01-01

People vary in their ability to learn new motor skills. We hypothesize that between-subject variability in brain structure and function can explain differences in learning. We use brain functional and structural MRI methods to characterize such neural correlates of individual variations in motor learning. Healthy subjects applied isometric grip force of varying magnitudes with their right hands cued visually to generate smoothly-varying pressures following a regular pattern. We tested whether individual variations in motor learning were associated with anatomically colocalized variations in magnitude of functional MRI (fMRI) signal or in MRI differences related to white and grey matter microstructure. We found that individual motor learning was correlated with greater functional activation in the prefrontal, premotor, and parietal cortices, as well as in the basal ganglia and cerebellum. Structural MRI correlates were found in the premotor cortex [for fractional anisotropy (FA)] and in the cerebellum [for both grey matter density and FA]. The cerebellar microstructural differences were anatomically colocalized with fMRI correlates of learning. This study thus suggests that variations across the population in the function and structure of specific brain regions for motor control explain some of the individual differences in skill learning. This strengthens the notion that brain structure determines some limits to cognitive function even in a healthy population. Along with evidence from pathology suggesting a role for these regions in spontaneous motor recovery, our results also highlight potential targets for therapeutic interventions designed to maximize plasticity for recovery of similar visuomotor skills after brain injury. PMID:20533562

Models that Matter

ERIC Educational Resources Information Center

Hitt, Austin; Townsend, Jeffery Scott

2004-01-01

Chemistry is a difficult subject for students to understand because its core concepts--atoms, molecules, and chemical bonds--cannot be directly observed. Students primarily learn chemistry through their senses and do not distinguish between explanations at different conceptual levels. In order to master chemistry, students must develop an…

The Brain-Compatible Curriculum.

ERIC Educational Resources Information Center

Westwater, Anne; Wolfe, Pat

2000-01-01

Demonstrates how teachers can make instruction more meaningful by linking new subject matter to students' previous experiences and by using community resources to create exciting new learning experiences. If the content is rigorous and relevant, debates, storytelling, the arts, graphic organizers, and mnemonics can dramatically enhance student…

Reflective Writing about the Utility Value of Science as a Tool for Increasing STEM Motivation and Retention -- Can AI Help Scale Up?

ERIC Educational Resources Information Center

Beigman Klebanov, Beata; Burstein, Jill; Harackiewicz, Judith M.; Priniski, Stacy J.; Mulholland, Matthew

2017-01-01

The integration of subject matter learning with reading and writing skills takes place in multiple ways. Students learn to read, interpret, and write texts in the discipline-relevant genres. However, writing can be used not only for the purposes of practice in professional communication, but also as an opportunity to reflect on the learned…

Let's Get Real: Deeper Learning and the Power of the Workplace. Deeper Learning Research Series. Policy Bulletin

ERIC Educational Resources Information Center

Hoffman, Nancy

2015-01-01

In the United States, we tend to assume that young people should become educated and then go to work, as though the two were entirely separate stages of life. This dichotomy blinds us to the fact that work itself can be a powerful means of education-giving students opportunities to apply academic subject matter to real-world problems, and pushing…

Mechanisms influencing student understanding on an outdoor guided field trip

NASA Astrophysics Data System (ADS)

Caskey, Nourah Al-Rashid

Field trips are a basic and important, yet often overlooked part of the student experience. They provide the opportunity to integrate real world knowledge with classroom learning and student previous personal experiences. Outdoor guided field trips leave students with an increased understanding, awareness and interest and in science. However, the benefits of this experience are ambiguous at best (Falk and Balling, 1982; Falk and Dierking, 1992; Kisiel, 2006.) Students on an outdoor guided field trip to a local nature park experienced a significant increase in their understanding of the rock cycle. The changes in the pre-field trip test and the post-field trip test as well as their answers in interviews showed a profound change in the students' understanding and in their interest in the subject matter. The use of the "student's voice" (Bamberger and Tal, 2008) was the motivation for data analysis. By using the students' voice, I was able to determine the mechanisms that might influence their understanding of a subject. The central concepts emerging from the data were: the outdoor setting; the students' interest; the social interaction. From these central concepts, a conceptual model was developed. The outdoor setting allows for the freedom to explore, touch, smell and movement. This, in turn, leads to an increased interest in subject matter. As the students are exploring, they are enjoying themselves and become more open to learning. Interest leads to a desire to learn (Dewey, 1975). In addition to allowing the freedom to explore and move, the outdoor setting creates the condition for social interaction. The students talk to each other as they walk; they have in-depth discourse regarding the subject matter---with the teachers, each other and with the guides. The guides have an extremely important role in the students' learning. The more successful guides not only act as experts, but also adjust to the students' needs and act or speak accordingly. The interconnections of these three concepts---the outdoor setting, the students' interest, the social interaction---worked to provide the mechanisms by which the students increased their understanding of the rock cycle.

Variability in memory performance in aged healthy individuals: an fMRI study.

PubMed

Grön, Georg; Bittner, Daniel; Schmitz, Bernd; Wunderlich, Arthur P; Tomczak, Reinhard; Riepe, Matthias W

2003-01-01

Episodic memory performance varies in older subjects but underlying biological correlates remain as yet ambiguous. We investigated episodic memory in healthy older individuals (n=24; mean age: 64.4+/-6.7 years) without subjective memory complaints or objective cognitive impairment. Episodic memory was assessed with repetitive learning and recall of abstract geometric patterns during fMRI. Group analysis of brain activity during initial learning and maximum recall revealed hippocampal activation. Correlation analysis of brain activation and task performance demonstrated significant hippocampal activity during initial learning and maximum recall in a success-dependent manner. Neither age nor gray matter densities correlated with hippocampal activation. Functional imaging of episodic memory thus permits to detect objectively variability in hippocampal recruitment in healthy aged individuals without subjective memory complaints. Correlation analysis of brain activation and performance during an episodic memory task may be used to determine and follow-up hippocampal malfunction in a very sensitive manner.

Roller Skating; Physical Education: 9.8414.

ERIC Educational Resources Information Center

Amacker, Kathy; Mikell, Lenora

GRADES OR AGES: Grades 7-12. SUBJECT MATTER: Methods and procedures of roller skating. ORGANIZATION AND PHYSICAL APPEARANCE: The contents are divided into six areas, which are Course Guidelines, Course Description and Accreditation Standard Broad Goal, Course of Study Behavioral Objectives, Course Content, Learning Activities and Teaching…

TRANSPORTATION LONG AGO.

ERIC Educational Resources Information Center

George Washington Univ., Washington, DC.

THIS HISTORICAL REVIEW OF TRANSPORTATION REPRESENTS AN EXPERIMENTAL BOOKLET OF ILLUSTRATIONS AND SINGLE TEXT FOR USE BY TEACHERS TO STIMULATE INTEREST IN READING AND IN RELATED MECHANICAL SUBJECT MATTER AREAS. IT AIMS TO HELP YOUNG PEOPLE LEARN BASIC PRINCIPLES AND CONCEPTS OF MECHANICS AND TECHNOLOGY. PHOTOGRAPHS AND ILLUSTRATIONS, SELECTED FROM…

Learning for Change in World Society: Reflections, Activities and Resources.

ERIC Educational Resources Information Center

One World Trust, London (England).

The resource booklet contains readings and activities for British secondary school world affairs classes. The material lends itself toward incorporation into various curricula, including history, geography, social studies, humanities, environmental studies, language and literature, home economics, math, and science. Subject matter focuses on…

TECHNIQUES FOR EFFECTIVE TEACHING.

ERIC Educational Resources Information Center

HASTINGS, GERALDINE; AND OTHERS

A COMPENDIUM OF WORKABLE AND REASONABLE TECHNIQUES TO PROVIDE TEACHERS WITH ALTERNATIVES IN SELECTING LEARNING EXPERIENCES IS PRESENTED. MATERIALS ARE DESIGNED TO AID TEACHERS AND LEARNERS IN ALL SUBJECT MATTER AREAS. TEACHING TECHNIQUES DESCRIBED ARE (1) THE CASE STUDY, (2) DISCUSSIONS SUCH AS SYMPOSIUM, COLLOQUIUM, BUZZ SESSIONS, AND…

The Collaborative Course: Innovative Teaching and Learning.

ERIC Educational Resources Information Center

Anthes, Susan H.; Crowe, Lawson

1991-01-01

Describes and compares freshman/sophomore level courses offered collaboratively by a professor and a librarian at the University of Colorado, Boulder: "The Human Encounter with Alcohol" and "Bioethics." Considers course rationale, topics, and assignments; methods used to integrate subject matter with bibliographic research strategies; and…

Science Grades 3-4.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.

This handbook provides the elementary school teacher with specific suggestions regarding use of materials and organization of effective learning experiences in science at this level. The book contains three sections: An introduction emphasizes both science knowledge and process while the other two sections deal with subject matter topics for…

Viewing Teachers as Leaders without Being Administrators

ERIC Educational Resources Information Center

Warren, Louis L.

2016-01-01

What makes teachers effective in the classroom? Research indicates that teachers effectiveness is contingent upon the teacher knowing pedagogy, learn theory, knowledge of subject matter, experience as well as other qualifications such as classroom management skills. Teachers effectiveness are often determined by three indicators; teachers' scores…

Individually Prescribed Instruction: Background Information and Research.

ERIC Educational Resources Information Center

DeRenzis, Joseph J.

The effects of individually prescribed instruction (IPI) in reading as compared to the traditional mode of instruction are examined. The IPI model includes four components: analysis of subject matter content, diagnosis of student preinstructional behavior, sequencing of materials to facilitate learning, and evaluation strategies. Elementary…

7 CFR 3406.11 - Scope of a teaching proposal.

Code of Federal Regulations, 2013 CFR

2013-01-01

.... Proposals may focus on any subject matter area(s) in the food and agricultural sciences unless limited by... development, faculty enhancement, and student experiential learning in animal science; faculty enhancement in food science and agribusiness management; or instruction delivery systems and student experiential...

7 CFR 3406.11 - Scope of a teaching proposal.

Code of Federal Regulations, 2012 CFR

2012-01-01

.... Proposals may focus on any subject matter area(s) in the food and agricultural sciences unless limited by... development, faculty enhancement, and student experiential learning in animal science; faculty enhancement in food science and agribusiness management; or instruction delivery systems and student experiential...

7 CFR 3406.11 - Scope of a teaching proposal.

Code of Federal Regulations, 2014 CFR

2014-01-01

.... Proposals may focus on any subject matter area(s) in the food and agricultural sciences unless limited by... development, faculty enhancement, and student experiential learning in animal science; faculty enhancement in food science and agribusiness management; or instruction delivery systems and student experiential...

Mathematics Efficacy and Professional Development Needs of Wyoming Agricultural Education Teachers

ERIC Educational Resources Information Center

Haynes, J. Chris; Stripling, Christopher T.

2014-01-01

School-based agricultural education programs provide contextualized learning environments for the teaching of core academic subject matter. This study sought to examine the mathematics efficacy and professional development needs of Wyoming agricultural education teachers related to teaching contextualized mathematics. Wyoming agricultural…

Identifying Communication Barriers to Learning in Large Group Accounting Instruction.

ERIC Educational Resources Information Center

Doran, Martha S.; Golen, Steven

1998-01-01

Classroom communication barriers were identified by 291 financial accounting and 372 managerial accounting students. Both groups thought the greatest problems in large group instruction were too much information given in lectures, large class size, and lack of interest in the subject matter. (SK)

The effect of directive tutor guidance on students' conceptual understanding of statistics in problem-based learning.

PubMed

Budé, Luc; van de Wiel, Margaretha W J; Imbos, Tjaart; Berger, Martijn P F

2011-06-01

Education is aimed at students reaching conceptual understanding of the subject matter, because this leads to better performance and application of knowledge. Conceptual understanding depends on coherent and error-free knowledge structures. The construction of such knowledge structures can only be accomplished through active learning and when new knowledge can be integrated into prior knowledge. The intervention in this study was directed at both the activation of students as well as the integration of knowledge. Undergraduate university students from an introductory statistics course, in an authentic problem-based learning (PBL) environment, were randomly assigned to conditions and measurement time points. In the PBL tutorial meetings, half of the tutors guided the discussions of the students in a traditional way. The other half guided the discussions more actively by asking directive and activating questions. To gauge conceptual understanding, the students answered open-ended questions asking them to explain and relate important statistical concepts. Results of the quantitative analysis show that providing directive tutor guidance improved understanding. Qualitative data of students' misconceptions seem to support this finding. Long-term retention of the subject matter seemed to be inadequate. ©2010 The British Psychological Society.

What subject matter questions motivate the use of machine learning approaches compared to statistical models for probability prediction?

PubMed

Binder, Harald

2014-07-01

This is a discussion of the following papers: "Probability estimation with machine learning methods for dichotomous and multicategory outcome: Theory" by Jochen Kruppa, Yufeng Liu, Gérard Biau, Michael Kohler, Inke R. König, James D. Malley, and Andreas Ziegler; and "Probability estimation with machine learning methods for dichotomous and multicategory outcome: Applications" by Jochen Kruppa, Yufeng Liu, Hans-Christian Diener, Theresa Holste, Christian Weimar, Inke R. König, and Andreas Ziegler. © 2014 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Finding the Maximum Surface Area in Education

ERIC Educational Resources Information Center

Hawkins, David

1975-01-01

Curriculum reconstruction for maximum accessibility increases rate of student learning. Reorganization should be accomplished by one genuinely involved and personally committed to the subject matter. Teachers, insightful and aware of similarities and diversities of the learner, can create an environment which draws children to it, satisfying their…

Content Selection in Advanced Courses

ERIC Educational Resources Information Center

Parker, Walter C.; Lo, Jane C.

2016-01-01

Advanced high-school courses, such as Advanced Placement (AP) courses in the United States, present a content selection conundrum of major proportions. Judicious content selection is necessary if students are to learn subject matter meaningfully, but the sheer breadth of tested material in these courses promotes nearly the opposite:…

How Knowledge Powers Reading

ERIC Educational Resources Information Center

Lemov, Doug

2017-01-01

Recent research shows that reading comprehension relies heavily on prior knowledge. Far more than generic "reading skills" like drawing inferences, making predictions, and knowing the function of subheads, how well students learn from a nonfiction text depends on their background knowledge of the text's subject matter. And in a cyclical…

7 CFR 3406.11 - Scope of a teaching proposal.

Code of Federal Regulations, 2011 CFR

2011-01-01

... new ideas and techniques. (v) Expand competence with new methods of information delivery, such as.... Proposals may focus on any subject matter area(s) in the food and agricultural sciences unless limited by... development, faculty enhancement, and student experiential learning in animal science; faculty enhancement in...

English as a Second Language: Current Issues.

ERIC Educational Resources Information Center

Lugton, Robert C., Ed.

This collection contains articles on teaching English to foreign students which range in subject matter from transformational-generative grammar to programed learning and which reflect a variety of viewpoints. The following articles are included: Leon A. Jakobovits, "Prolegomena to a Theory of Communicative Competence"; Renzo Titone, "A…

EPA Technical Support Centers (TSC): FY14 Lessons Learned

EPA Science Inventory

EPA’s Technical Support Centers (TSC) included in ORD’s Safe and Healthy Communities (SHC) Research Action Plan fill the need for supplying subject-matter experts to continually assess state-of-the-art research and practices and channel this information to users in both direct ap...

Why Geography Matters.

ERIC Educational Resources Information Center

McDougall, Walter A.

2001-01-01

It is important to learn geography, yet most Americans leave school functionally illiterate in geography. Geography is fundamental to student maturation, the process of true education, and it is a springboard to every other science and humanities subject. Knowledge of maps and geographical information is crucial to the examination of economic,…

Using Games for Training Dismounted Light Infantry Leaders: Emergent Questions and Lessons Learned

DTIC Science & Technology

2005-09-01

training game producers, developers, and leaders and instructors at the Infantry School who served as subject-matter experts (SMEs) during game ... development , formal V and informal discussions with instructors and leaders who participated in our evaluations, and observations of Infantry leaders as

Class Size Reduction and Urban Students. ERIC Digest.

ERIC Educational Resources Information Center

Schwartz, Wendy

Researchers have long investigated whether smaller classes improve student achievement. Their conclusions suggest that class size reduction (CSR) can result in greater in-depth coverage of subject matter by teachers, enhanced learning and stronger engagement by students, more personalized teacher-student relationships, and safer schools with fewer…

Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers

NASA Astrophysics Data System (ADS)

Monet, Julie A.; Etkina, Eugenia

2008-10-01

This paper describes the analysis of teachers’ journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We found that teachers have difficulties reflecting on their learning and posing meaningful questions. The teachers who could describe how they reasoned from evidence to understand a concept had the highest learning gains. In contrast those teachers who seldom or never described learning a concept by reasoning from evidence showed the smallest learning gains. This analysis suggests that learning to reflect on one’s learning should be an integral part of teachers’ professional development experiences.

Brain Volume, Connectivity, and Neuropsychological Performance in Mild Traumatic Brain Injury: The Impact of Post-Traumatic Stress Disorder Symptoms.

PubMed

Lopez, Katherine C; Leary, Jacob B; Pham, Dzung L; Chou, Yi-Yu; Dsurney, John; Chan, Leighton

2017-01-01

Post-traumatic stress disorder (PTSD) is commonly associated with mild traumatic brain injury (mTBI). To better understand their relationship, we examined neuroanatomical structures and neuropsychological performance in a sample of individuals with mTBI, with and without PTSD symptoms. Thirty-nine subjects with mTBI were dichotomized into those with (n = 12) and without (n = 27) significant PTSD symptoms based on scores on the PTSD Checklist. Using a region-of-interest approach, fronto-temporal volumes, fiber bundles obtained by diffusion tensor imaging, and neuropsychological scores were compared between the two groups. After controlling for total intracranial volume and age, subjects with mTBI and PTSD symptoms exhibited volumetric differences in the entorhinal cortex, an area associated with memory networks, relative to mTBI-only patients (F = 4.28; p = 0.046). Additionally, subjects with PTSD symptoms showed reduced white matter integrity in the right cingulum bundle (axial diffusivity, F = 6.04; p = 0.020). Accompanying these structural alterations, mTBI and PTSD subjects also showed impaired performance in encoding (F = 5.98; p = 0.019) and retrieval (F = 7.32; p = 0.010) phases of list learning and in tests of processing speed (Wechsler Adult Intelligence Scale Processing Speed Index, F = 12.23; p = 0.001; Trail Making Test A, F = 5.56; p = 0.024). Increased volume and white matter disruptions in these areas, commonly associated with memory functions, may be related to functional disturbances during cognitively demanding tasks. Differences in brain volume and white matter integrity between mTBI subjects and those with mTBI and co-morbid PTSD symptoms point to neuroanatomical differences that may underlie poorer recovery of mTBI subjects who experience PTSD symptoms. These findings support theoretical models of PTSD and its relationship to learning deficits.

Newcomers Developing English Literacy through Historical Thinking and Digitized Primary Sources

ERIC Educational Resources Information Center

Franquiz, Maria E.; Salinas, Cinthia S.

2011-01-01

The traditional approach to the education of newcomer students separates English language development from content instruction. It is assumed that English language proficiency is a prerequisite for subject-matter learning. The authors take the alternate view that the integration of historical thinking and digitized primary sources enhances English…

A Portfolio of Energy Ideas: Science.

ERIC Educational Resources Information Center

Clark, Richard C., Ed.

Presented are 10 science energy education units designed to help students learn how to turn science questions and problems about energy into experiments. Each unit focuses on subject-matter knowledge and on the logic and strategy of scientific problem solving. These teacher-oriented materials include an overview of each unit, background…

Giving Students the Power to Engage with Learning

ERIC Educational Resources Information Center

Cochran, Kathryn F.; Reinsvold, Lori A.; Hess, Chelsie A.

2017-01-01

This critical discourse analysis study identifies and describes power relationships in elementary classrooms that support science engagement by providing students time to think, ask questions, and find their voices to talk about subject matter. The first analyses involved identification and description of classroom episodes showing high levels of…

The Role of Teachers in Facilitating Situational Interest in an Active-Learning Classroom

ERIC Educational Resources Information Center

Rotgans, Jerome I.; Schmidt, Henk G.

2011-01-01

The study sought to explore whether interactional teacher characteristics such as social congruence, subject-matter expertise, and cognitive congruence increase situational interest in students. Correlational and path analyses were conducted on a sample of 498 polytechnic students to assess potential differences in situational interest based on…

Mythology, Archaeology, Architecture. Learning Works Enrichment Series.

ERIC Educational Resources Information Center

Sylvester, Diane; Wiemann, Mary

The activities in this book have been selected especially for gifted students in grades 4 through 8. They are designed to challenge and help students develop and apply higher-level thinking skills. The activities have been grouped by subject matter into mythology, archaeology, and architecture. The mythology section includes Chinese, Eskimo,…

A Dialogue for Engagement

ERIC Educational Resources Information Center

Brown, Malcolm

2010-01-01

Student engagement is perhaps the key element for almost any learning context. When engaged, learners are enthusiastic and excited about the subject. Their work is informed by the enjoyment of discovery. Engaged learners work willingly, instead of by coercion, and approach their assignments as something that matters to them personally. The spirit…

Designing the Reading Curriculum.

ERIC Educational Resources Information Center

Ediger, Marlow

The design of the reading curriculum presents a vision of what will be stressed in reading instruction. A first ingredient to discuss in developing the reading curriculum emphasizes the degree to which different curriculum areas should be related in teaching and learning. Reading then could be taught as a separate subject matter area from the…

Human Relations Education; A Guidebook to Learning Activities.

ERIC Educational Resources Information Center

Buffalo Public Schools, NY. Human Relations Project of Western New York.

This guidebook is designed to acquaint teachers with human relations classroom materials, extracurricular activities, and an inservice approach to self-evaluation. A product of an ESEA Title III program, it contains human relations-oriented lessons--divided by grade level and subject matter--intended to supplement or enrich existing curricula and…

NATAL-74; Towards a Common Programming Language for CAL.

ERIC Educational Resources Information Center

Brahan, J. W.; Colpitts, B. A.

NATAL-74 is a programing language designed for Canadian computer aided learning (CAL) programs. The language has two fundamental elements: the UNIT provides the interface between the student and the subject matter, and the PROCEDURE element embodies teaching strategy. Desirable features of several programing languages have been adapted to cope…

Using Media as Subject Matter to Teach Thinking

ERIC Educational Resources Information Center

Van Kannel-Ray, Nancy; Newlin-Haus, Esther

2009-01-01

Learning should occur in social environments in which students are engaged in meaningful activities that require them to think critically and solve problems (Dewey, 1933; Phillips & Soltis, 1998). This article describes how an urban middle school interdisciplinary teaching team partnered with the authors to create a hands-on, highly engaging…

Professional Development in Relational Learning Communities: Teachers in Connection. Practitioner Inquiry Series

ERIC Educational Resources Information Center

Raider-Roth, Miriam B.

2016-01-01

In this book, Raider-Roth offers an innovative approach to teacher professional development that builds on the intellectual strength and practical wisdom of practitioners. Focusing on nurturing relationships between and among participants, facilitators, subject matter, texts, and the school environment, this book helps educators create a…

Communication Arts: A Tentative Curriculum Guide for English Electives.

ERIC Educational Resources Information Center

Irving Independent School District, TX.

The elective English courses for high school students contained in this curriculum guide include a variety of subject matter and activities, thus allowing for different learning capabilities, cultural influences, and interests while focusing on the interrelated study of language, literature, and composition. Each of the 19 courses outlined…

Evaluation of Teacher Preparation Programs: Purposes, Methods, and Policy Options

ERIC Educational Resources Information Center

Feuer, Michael J.; Floden, Robert E.; Chudowsky, Naomi; Ahn, Judie

2013-01-01

Teacher preparation programs (TPPs) are where prospective teachers gain a foundation of knowledge about pedagogy and subject matter, as well as early exposure to practical classroom experience. Although competence in teaching, as in all professions, is shaped significantly by on-the-job experiences and continuous learning, the programs that…

Graphing Calculator Exposure of Mathematics Learning in a Partially Technology Incorporated Environment

ERIC Educational Resources Information Center

Kharuddin, Azrul Fazwan; Ismail, Noor Azina

2017-01-01

Integrating technology in the mathematics curriculum has become a necessary task for curriculum developers as well as mathematics practitioners across the world and time. In general research studies seeking a better understanding of how best to integrate mathematics analysis tools with mathematics subject matter normally observe mathematics…

School Dropouts, Absenteeism, and Tardiness.

ERIC Educational Resources Information Center

Ediger, Marlow

When students are tardy or absent, or when they drop out of school, sequential learning cannot occur, subject matter and skills cannot be developed, and much student talent is wasted. At-risk students identified in the school setting include those exhibiting signs of alcohol consumption, drug abuse, or antisocial behavior. These students need…

A Practical Assessment of Feminist Pedagogy. A Research Report.

ERIC Educational Resources Information Center

Davis, Fran; And Others

Feminist pedagogy is characterized by a sustained effort to acknowledge the dialectical relationship between the learner and that which is to be learned. In a feminist classroom the teacher insists upon the integration of personal experience and affective response with subject matter, discourages students from being passive recipients of…

Two Decades of Generalizable Evidence on U.S. Instruction from National Surveys

ERIC Educational Resources Information Center

Camburn, Eric M.; Han, Seong Won

2011-01-01

Background: Students' instructional experiences--that is, their experiences working with subject matter during classroom instruction--are a major determinant of how they learn. Given the importance of classroom instruction, valid, generalizable evidence is needed by policymakers, researchers, and practitioners. Over the past two decades, a wealth…

Structural plasticity in the language system related to increased second language proficiency.

PubMed

Stein, Maria; Federspiel, Andrea; Koenig, Thomas; Wirth, Miranka; Strik, Werner; Wiest, Roland; Brandeis, Daniel; Dierks, Thomas

2012-04-01

While functional changes linked to second language learning have been subject to extensive investigation, the issue of learning-dependent structural plasticity in the fields of bilingualism and language comprehension has so far received less notice. In the present study we used voxel-based morphometry to monitor structural changes occurring within five months of second language learning. Native English-speaking exchange students learning German in Switzerland were examined once at the beginning of their stay and once about five months later, when their German language skills had significantly increased. We show that structural changes in the left inferior frontal gyrus are correlated with the increase in second language proficiency as measured by a paper-and-pencil language test. Contrary to the increase in proficiency and grey matter, the absolute values of grey matter density and second language proficiency did not correlate (neither on first nor on second measurement). This indicates that the individual amount of learning is reflected in brain structure changes, regardless of absolute proficiency. Copyright © 2010 Elsevier Srl. All rights reserved.

Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy.

PubMed

Cunningham, Anne E; Perry, Kathryn E; Stanovich, Keith E; Stanovich, Paula J

2004-06-01

Recently, investigators have begun to pay increasing attention to the role of teachers' domain specific knowledge in the area of reading, and its implications for both classroom practice and student learning. The aims of the present study were to assess kindergarten to third-grade teachers' actual and perceived reading-related subject matter knowledge, and to investigate the extent to which teachers calibrate their reading related subject matter knowledge by examining relationships between actual and perceived knowledge. Results indicated that while teachers demonstrated limited knowledge of children's literature, phoneme awareness, and phonics, the majority of these same teachers evaluated their knowledge levels quite positively. Teachers demonstrated some ability to calibrate their own knowledge levels in the area of children's literature, yet they were poorly calibrated in the domains of phoneme awareness and phonics. These findings suggest that teachers tend to overestimate their reading related subject matter knowledge and are often unaware of what they know and do not know. Implications for the design of teacher education at both the preservice and inservice levels are discussed.

White Matter Microstructural Correlates of Superior Long-term Skill Gained Implicitly under Randomized Practice

PubMed Central

Song, Sunbin; Sharma, Nikhil; Buch, Ethan R.

2012-01-01

We value skills we have learned intentionally, but equally important are skills acquired incidentally without ability to describe how or what is learned, referred to as implicit. Randomized practice schedules are superior to grouped schedules for long-term skill gained intentionally, but its relevance for implicit learning is not known. In a parallel design, we studied healthy subjects who learned a motor sequence implicitly under randomized or grouped practice schedule and obtained diffusion-weighted images to identify white matter microstructural correlates of long-term skill. Randomized practice led to superior long-term skill compared with grouped practice. Whole-brain analyses relating interindividual variability in fractional anisotropy (FA) to long-term skill demonstrated that 1) skill in randomized learners correlated with FA within the corticostriatal tract connecting left sensorimotor cortex to posterior putamen, while 2) skill in grouped learners correlated with FA within the right forceps minor connecting homologous regions of the prefrontal cortex (PFC) and the corticostriatal tract connecting lateral PFC to anterior putamen. These results demonstrate first that randomized practice schedules improve long-term implicit skill more than grouped practice schedules and, second, that the superior skill acquired through randomized practice can be related to white matter microstructure in the sensorimotor corticostriatal network. PMID:21914632

Learning, awareness, and instruction: subjective contingency awareness does matter in the colour-word contingency learning paradigm.

PubMed

Schmidt, James R; De Houwer, Jan

2012-12-01

In three experiments, each of a set colour-unrelated distracting words was presented most often in a particular target print colour (e.g., "month" most often in red). In Experiment 1, half of the participants were told the word-colour contingencies in advance (instructed) and half were not (control). The instructed group showed a larger learning effect. This instruction effect was fully explained by increases in subjective awareness with instruction. In Experiment 2, contingency instructions were again given, but no contingencies were actually present. Although many participants claimed to be aware of these (non-existent) contingencies, they did not produce an instructed contingency effect. In Experiment 3, half of the participants were given contingency instructions that did not correspond to the correct contingencies. Participants with these false instructions learned the actual contingencies worse than controls. Collectively, our results suggest that conscious contingency knowledge might play a moderating role in the strength of implicit learning. Copyright © 2012 Elsevier Inc. All rights reserved.

Systematic approaches to comprehensive analyses of natural organic matter

USGS Publications Warehouse

Leenheer, Jerry A.

2009-01-01

The more that is learned of the chemistry of aquatic natural organic matter (NOM) the greater is the scientific appreciation of the vast complexity of this subject. This complexity is due not only to a multiplicity of precursor molecules in any environment but to their associations with each other and with other components of local environments such as clays, mineral acids and dissolved metals. In addition, this complex system is subject to constant change owing to environmental variables and microbial action. Thus, there is a good argument that no two NOM samples are exactly the same even from the same source at nearly the same time. When ubiquity of occurrence, reaction with water treatment chemicals, and subsequent human exposure are added to the list of NOM issues, one can understand the appeal that this subject holds for a wide variety of environmental scientists.

[Learning how to learn for specialist further education].

PubMed

Breuer, G; Lütcke, B; St Pierre, M; Hüttl, S

2017-02-01

The world of medicine is becoming from year to year more complex. This necessitates efficient learning processes, which incorporate the principles of adult education but with unchanged periods of further education. The subject matter must be processed, organized, visualized, networked and comprehended. The learning process should be voluntary and self-driven with the aim of learning the profession and becoming an expert in a specialist field. Learning is an individual process. Despite this, the constantly cited learning styles are nowadays more controversial. An important factor is a healthy mixture of blended learning methods, which also use new technical possibilities. These include a multitude of e‑learning options and simulations, which partly enable situative learning in a "shielded" environment. An exemplary role model of the teacher and feedback for the person in training also remain core and sustainable aspects in medical further education.

Instructor's Guide for Fluid Mechanics: A Modular Approach.

ERIC Educational Resources Information Center

Cox, John S.

This guide is designed to assist engineering teachers in developing an understanding of fluid mechanics in their students. The course is designed around a set of nine self-paced learning modules, each of which contains a discussion of the subject matter; incremental objectives; problem index, set and answers; resource materials; and a quiz with…

Using the Big6[TM] To Teach and Learn with the Internet.

ERIC Educational Resources Information Center

Kasowitz, Abby S.

This book is designed to prepare information mentors-educators, parents, educational concept developers, subject-matter experts, and others who guide K-12 students to information literacy to provide instruction, guidance, and services to teach K-12 students how to solve information problems using a variety of information tools and resources. The…

Scholars See Comics as No Laughing Matter

ERIC Educational Resources Information Center

Viadero, Debra

2009-01-01

Once fuel for mass book burnings, comic books are gaining a foothold in the nation's schools, with teachers seeing them as a learning tool and scholars viewing them as a promising subject for educational research. Evidence of the rising credibility of Spiderman, Batman, and Archie came last month when Fordham University's graduate school of…

Entering the Historical Problem Space: Whole-Class Text-Based Discussion in History Class

ERIC Educational Resources Information Center

Reisman, Abby

2015-01-01

Background/Context: The Common Core State Standards Initiative reveals how little we understand about the components of effective discussion-based instruction in disciplinary history. Although the case for classroom discussion as a core method for subject matter learning stands on stable theoretical and empirical ground, to date, none of the…

Bridging the Gap between Experts in Designing Multimedia-Based Instructional Media for Learning

ERIC Educational Resources Information Center

Razak, Rafiza Abdul

2013-01-01

The research identified and explored the cognitive knowledge among the instructional multimedia design and development experts comprising of multimedia designer, graphic designer, subject-matter expert and instructional designer. A critical need exists for a solid understanding of the factors that influence team decision making and performance in…

It Takes a Village to Design a Course: Embedding a Librarian in Course Design

ERIC Educational Resources Information Center

Mudd, Alex; Summey, Terri; Upson, Matt

2015-01-01

Often associated with online learning, instructional design is a process utilized in efficiently designing training and instruction to help ensure effectiveness. Typically, the instructional systems design (ISD) process uses a team-based approach, consisting of an instructor, a facilitator, a designer and a subject matter expert. Although library…

Competency-Based Education: What Is the Issue and Why Does It Matter? Policy Snapshot

ERIC Educational Resources Information Center

Anderson, Lexi

2017-01-01

The increasing need for highly-skilled employees in the workplace has policymakers and higher education leaders focused on innovative ways for students to access postsecondary education. These access points can include online programs, prior learning assessments and, the subject of this snapshot, competency-based education. The National Center for…

A Generalization of "n Choose r"

ERIC Educational Resources Information Center

Skurnick, Ronald

2005-01-01

The subject matter presented in this article can be used in the classroom to enrich the learning experience of students taking a course that includes a unit on combinatorics, such as discrete mathematics, graph theory, or probability. In order to provide such students with the background needed to appreciate the significance of the generalization…

The Relationship between Subject Matter Knowledge and Teaching Effectiveness of Undergraduate Chemistry Peer Facilitators

ERIC Educational Resources Information Center

Boothe, J. R.; Barnard, R. A.; Peterson, L. J.; Coppola, B. P.

2018-01-01

Use of peer instruction and facilitation has surged in undergraduate education at large colleges and universities in recent years. Studies on peer instruction have been directed primarily at student learning gains and affective outcomes among the facilitators. For peer instructors, the relationship between their teaching effectiveness and their…

The Journey of the Learner: Personal and Universal Story.

ERIC Educational Resources Information Center

Drake, Susan M.

1991-01-01

With the mythological example of Theseus and the Minotaur, learning is described as a journey. Using this metaphor, educators should demonstrate passion for the subject matter, make it meaningful, call learners to adventure, help them deal with anxiety, foster collaboration and self-direction, and encourage them to contribute what they have…

The Epistemological Role of Language Use in Children's Explanations of Physical Phenomena

ERIC Educational Resources Information Center

Anderberg, Elsie; Akerblom, Annika

2011-01-01

The article investigates the interplay between the meaning given to certain key expressions and pupils' understanding of science subject matter, in a qualitative study of learning.The intentional-expressive approach to the epistemological role of language use served as a theoretical frame, within the wider context of phenomenographic research on…

The Columbine Tragedy: Adolescent Identity and Future Recommendations

ERIC Educational Resources Information Center

Stancato, Frank A.

2003-01-01

The April 1999 Columbine High School tragedy in Littleton, Colorado, in which Eric Harris and Dylan Klebold committed massacre and suicide, should cause teachers to realize that public school education goes beyond the learning of academic subject matter. Student identity and concept of self are also vital components of education. In this article,…

SEL/Project Language. Level II, Kindergarten, Volume I (Lessons 1-16).

ERIC Educational Resources Information Center

Valladares, Ann E.; And Others

The document is an intervention curriculum guide designed to facilitate the initial adjustment of disadvantaged Southeastern children to kindergarten or first grade. The major emphasis is on the teaching of language skills in combination with subject matter learning using a language-experience approach. This volume contains Lessons 1-16 of a…

Classical Civilization, English, Social Studies: 5114.67.

ERIC Educational Resources Information Center

Hankins, Gretchen C.

This course will include the study of Greek mythology, philosophy, and drama and analyze their influence on modern man and his ideas. The course outline consists of: I. Performance Objectives; II. Range of Subject Matter; III. Course Content; IV. Teaching Strategies and Learning Activities; V. Student Resources -- a list of books relevant to Greek…

Ten Anchor Points for Teaching Principles of Marketing

ERIC Educational Resources Information Center

Tomkovick, Chuck

2004-01-01

Effective marketing instructors commonly share a love for their students, an affinity for the subject matter, and a devotion to continuous quality improvement. The purpose of this article is to highlight 10 anchor points for teaching Principles of Marketing, which are designed to better engage students in the learning process. These anchor…

Development and Experiment in College Teaching, No. 7.

ERIC Educational Resources Information Center

Committee on Institutional Cooperation.

This report comprises a collection of summaries of exploratory efforts by college professors at the Committee on Institutional Cooperation member institutions to develop new and better ways of teaching. Usually these are local experiments aimed at improving the conditions for learning in a specific subject-matter area, but many of the procedures…

Personnel Preparation in Visual Impairment: A Responsive, Individualized Model

ERIC Educational Resources Information Center

Bozeman, Laura A.; Brusegaard, Callie M.; McCulley, Robert M.

2018-01-01

A key factor in promoting the outcomes described in the mission statement of the National Plan for Training Personnel (NPTP) to Serve Children with Blindness and Low Vision is the teacher. Specifically, knowledge of subject matter tied to national standards along with effective pedagogy can positively influence student learning. For aspiring…

Learning-Centered Instruction of Engineering Graphics for Freshman Engineering Students

ERIC Educational Resources Information Center

Pucha, Raghuram V.; Utschig, Tristan T.

2012-01-01

Teaching "Engineering Graphics" to freshman engineering students poses challenges to instructors as well as to students. While the instructors are confronted with a lack of material / text book that covers the broad scope of the subject matter, the students struggle to correlate newly developed skills to real-world engineering design problems…

Mask Making: Incorporating Service Learning into Criminology and Deviance Courses

ERIC Educational Resources Information Center

Nurse, Anne M.; Krain, Matthew

2006-01-01

Criminology and Deviance Classes are often among the most popular in the sociology undergraduate curriculum. These courses provide a unique opportunity for teachers since many students come to class with an intense interest in the subject matter combined with strong opinions about crime, criminals, and deviants. Because these opinions are often…

Forestry Manual for Vocational Agriculture Instructors. 1976 Revision. Bulletin No. 7001.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison. Div. of Instructional Services.

The ten chapters included in this forestry manual for vocational agriculture instructors are grouped into three parts. A course outline precedes part 1 and assists the teacher by providing performance objectives, major concepts to be developed, a subject matter outline, motivational ideas, suggested learning activities, and a list of resource…

Incorporating Experiential Teaching Methods in Sustainable Natural Resources Curriculum: A Case Study

ERIC Educational Resources Information Center

Quesada-Pineda, Henry J.; Adams, Erica; Hammett, A. L. Tom

2011-01-01

This article presents results of utilizing a college course design that is based on experiential learning theory and experiential education methods. The subject matter of the course included how human dimensions, economic development, and policy affect the sustainability of natural resources such as water, wildlife, and forestry in a highly ranked…

Cognitive Activities in Solving Mathematical Tasks: The Role of a Cognitive Obstacle

ERIC Educational Resources Information Center

Antonijevic, Radovan

2016-01-01

In the process of learning mathematics, students practice various forms of thinking activities aimed to substantially contribute to the development of their different cognitive structures. In this paper, the subject matter is a "cognitive obstacle", a phenomenon that occurs in the procedures of solving mathematical tasks. Each task in…

Engaging Learners through Artmaking: Choice-Based Art Education in the Classroom (TAB). Second Edition

ERIC Educational Resources Information Center

Douglas, Katherine M.; Jaquith, Diane B.

2018-01-01

The authors who introduced the concepts of Teaching for Artistic Behavior (TAB) and choice-based art education have completely revised and updated their original, groundbreaking bestseller that was designed to facilitate independent learning and support student choices in subject matter and media. More than ever before, teachers are held…

Teacher Learning of Subject Matter Knowledge through an Educative Curriculum

ERIC Educational Resources Information Center

Noh, Jihwa; Webb, Matthew

2015-01-01

The authors examined the characterization of mathematical knowledge of teachers using educative curriculum materials. In particular, they investigated knowledge of change and rate of change (in the context of algebra and functions) of 12 teachers with differing levels of experience. Participants used a same set of curriculum materials that embed…

Distributed Group Design Process: Lessons Learned.

ERIC Educational Resources Information Center

Eseryel, Deniz; Ganesan, Radha

A typical Web-based training development team consists of a project manager, an instructional designer, a subject-matter expert, a graphic artist, and a Web programmer. The typical scenario involves team members working together in the same setting during the entire design and development process. What happens when the team is distributed, that is…

Can Computers Be Used Successfully for Teaching College Mathematics?

ERIC Educational Resources Information Center

Hatfield, Steven H.

1976-01-01

Author states that the use of computers in mathematics courses tends to generate interest in course subject matter and make learning a less passive experience. Computers also introduce students to computer science as a field of study, and provide basic knowledge of computers as an important aspect of today's technology. (Author/RW)

Everyday Reading and Writing: English. 5112.24.

ERIC Educational Resources Information Center

Knowles, Marlene; Wardell, Arlene

A curriculum guide to help students improve their everyday English skills has been designed for the Dade County Public Schools. The course, for grades 8 through 12, is to help students learn to read, write, and interpret letters, business forms, instructions, signs, maps, and magazines. The practical subject matter emphasizes basic reading and…

A Management Scientist Looks at Education and Education Looks Back.

ERIC Educational Resources Information Center

Ackoff, Russell L.

Three fundamental educational issues which are usually ignored in favor of more trival operating problems are identified as follows: how can the educational process be redesigned to focus on the learning, not teaching, process; how to avoid organizing education around rigid schedules and artifically quantified units of subject matter and instead…

Motivation across Domains: Do Goals and Attributions Change with Subject Matter for Grades 4 and 5 Students?

ERIC Educational Resources Information Center

Vogler, Jane S.; Bakken, Linda

2007-01-01

This study explored a theory for motivation which included aspects of both attribution theory and goal theory. Motivational variables included beliefs about intelligence (entity or incremental), goal orientation (mastery/learning, performance-approach, performance-avoidance) and avoidant behaviours. Grades 4 and 5 students from a large,…

Enriching Student Learning of Astronomy in Online Courses via Hybrid Texts

NASA Astrophysics Data System (ADS)

Montgomery, M.

2016-01-01

Hybrid texts such as Horizons: Exploring the Universe, Hybrid (with CengageNOW) and Universe, Hybrid (with CengageNOW) are designed for higher education learning of astronomy in undergraduate online courses. In these hybrid texts, quiz and test bank questions have been revised to minimize easy look-up of answers by students via the Internet and discussion threads have been re-designed to allow for student selection of learning and for personalized learning, for example. By establishing connections between the student and the course content, student learning is enriched, students spend more time learning the material, student copying of answers is minimized, and student social engagement on the subject matter is increased. In this presentation, we discuss how Hybrid texts in Astronomy can increase student learning in online courses.

Effect of ischemic cerebral volume changes on behavior.

PubMed

Lyden, P D; Lonzo, L M; Nunez, S Y; Dockstader, T; Mathieu-Costello, O; Zivin, J A

1997-08-01

Ischemia causes long-term effects on brain volume and neurologic function but the relationship between the two is poorly characterized. We studied the relationships between brain volume and three measures of rodent behavior after cerebral ischemia was induced by injecting several thousand microspheres into the internal carotid arteries of rats. Forty eight hours later, each subject was rated using a global neurologic rating scale. Several weeks later, the subjects were tested for open field activity and visual spatial learning. Post-mortem we measured the volume of the cerebral hemispheres and estimated the volume densities of cortex, white matter, hippocampus, basal ganglia, thalamus, ventricle, and visible infarction. Ischemia caused significant impairment, as measured by the global rating scale; the probability of an abnormal rating was correlated with the number of microspheres trapped in the brains. Visual spatial learning was significantly impaired by ischemia, but this deficit was independent of the count of microspheres, whether the subject was abnormal at 48 h, and whether the left or right hemisphere was embolized. Cerebral hemisphere volume was reduced from 430 mm3 to 376 mm3 (P < 0.05). The cortex was reduced from 22 to 19% of cerebrum (P < 0.05) and the white matter compartment was reduced to similar degree. The lesion volume was 6% of cerebrum, comparable to that seen with other ischemia methods. The global outcome rating was significantly related to total cerebral volume, but not to volume changes in any single compartment. On the other hand, visual spatial learning was significantly influenced by volume changes in the cortex and white matter, but not by the topography of the visible infarctions. Open field activity was not altered by infarction. Our data suggests that the total volume of brain tissue lost to infarction may partially determine global neurological rating independently of the topography of the volume loss. Integrative functions such as learning may depend more on the integrity of specific compartments and less on the total volume of intact brain. The volume of visible cystic infarction was not related to long term behavioral outcome. These results should be confirmed using another method of inducing ischemia.

Enhancing Study Motivation and Efficacy among First-year Students Using Minute Papers in the Interdisciplinary Subject of Yakugaku Nyumon.

PubMed

Yamaki, Kouya; Ikeda, Koji; Ueda, Kumiko; Habu, Yasushi; Nakayama, Yoshiaki; Takeda, Norihiko; Moriwaki, Kensuke; Wada, Akimori; Koyama, Junko; Kodama, Noriko; Kitagawa, Shuji

2017-01-01

Active learning in higher education is important for learning efficacy and motivation. Accordingly, lectures that integrate strategies toward active learning, such as minute papers, debates, and collaborative learning, have become widely adopted. Minute papers facilitate communication among both teachers and students, and can be used as a tool for reviewing lectures. In the present study, we examined the effect of using minute papers on learning efficacy and motivation. To enhance the curriculum of the interdisciplinary course Yakugaku Nyumon, which consists of an omnibus lecture series and problem-based learning, minute papers with exercises were provided to applicants. In a follow-up questionnaire, students who used minute papers (S-USE) responded that they had a better understanding of the relationships, ranging from basic to clinical subject matter, than students who did not use such papers (S-NON). Using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model questionnaire to measure study motivation, S-USE scored higher for some questionnaires than S-NON. This finding indicates that minute papers promoted learning motivation among students taking the Yakugaku Nyumon course. In regular examinations, the average score of S-USE was also statistically higher than that of S-NON. These results demonstrate that minute papers possibly encouraged students to actively review the lectures, thereby increasing both learning efficacy and motivation. This study shows that through promoting active, self-learning, minute papers are suitable for improving curricular strategies in subjects that rely on passive learning methods.

Self regulated learning trough project base learning on the prospective math teacher

NASA Astrophysics Data System (ADS)

Laelasari

2018-03-01

Development of planning, strategy, and learning activities is strongly influenced by metacognition ability, knowledge of learning strategy, and understanding of context is the most important thing to be mastered by a prospective teacher. Self-regulation owned by the individual can control behavior, and manipulate a behavior by using the ability of his mind so that individuals can react to their environment. Self-regulation is the basis of the socialization process as it relates to the entire domain of physical, cognitive, social, and emotional development. This research is a qualitative research with research subject of the fourth-semester student of class A, at one of a university in Cirebon City, West Java. In this research, the lecture material discussed is The Development of Teaching Materials, which is the subject matter that must be mastered by prospective teachers, especially teachers of mathematics education. The instrument used is the questionnaire. The results showed that through project based learning, can grow student’s self-regulated learning especially the prospective math teacher, and can be used as an alternative to the delivery of lecture materials.

Should Ethnicity "Matter" when Teaching about "Race" and Racism in the Classroom?

ERIC Educational Resources Information Center

Housee, Shirin

2008-01-01

Teaching about "race" and racism to a diverse student group can lead to some very interesting exchanges. Some of these moments are much to do with the subject content. Learning about racism often pulls on our emotional strings: black students sometimes express their hurt and anger, while white students sometimes remain silent or express…

Learning to Teach from Anticipating Lessons through Comics-Based Approximations of Practice

ERIC Educational Resources Information Center

Chen, Chia-Ling

2012-01-01

Teaching is complex and relational work that involves teacher's interactions with individual or multiple students around the subject matter. It has been argued that observation experiences (e.g. field placement or watching video clips) are not sufficient to help prospective teachers to develop knowledge of teaching. This study aims to…

Popcorn. A Language Development Unit for Science. Matter and Energy. Grade One.

ERIC Educational Resources Information Center

Gilmour, Margy; McGregor, Cathy, Ed.

One of the basic principles of the Language Development Approach is that students must learn the language necessary to understand, talk, and write about all subject areas in order to succeed in school. This book contains information about teaching primary school science in the Northwest Territories with lessons that emphasize language. The goals…

Characteristics of Public School Teachers' Professional Development Activities: 1999-2000. NCES Issue Brief. NCES 2005-030

ERIC Educational Resources Information Center

Scotchmer, Marion; McGrath, Daniel J.; Coder, Ellinor

2005-01-01

As in many professions, elementary and secondary school teachers are expected to participate regularly in professional development activities. These activities may be intended to help teachers to learn new teaching methods, broaden their subject matter content knowledge, or stay informed of changing policies, among other purposes. Researchers have…

Do Monetary Incentives Matter in Classroom Experiments? Effects on Course Performance

ERIC Educational Resources Information Center

Rousu, Matthew C.; Corrigan, Jay R.; Harris, David; Hayter, Jill K.; Houser, Scott; Lafrancois, Becky A.; Onafowora, Olugbenga; Colson, Gregory; Hoffer, Adam

2015-01-01

Using 641 principles of economics students across four universities, the authors examine whether providing monetary incentives in a prisoner's dilemma game enhances student learning as measured by a set of common exam questions. Subjects either play a two-player prisoner's dilemma game for real money, play the same game with no money at stake…

Can Holistic Processing Be Learned for Inverted Faces?

ERIC Educational Resources Information Center

Robbins, Rachel; McKone, Elinor

2003-01-01

The origin of "special" processing for upright faces has been a matter of ongoing debate. If it is due to generic expertise, as opposed to having some innate component, holistic processing should be learnable for stimuli other than upright faces. Here we assess inverted faces. We trained subjects to discriminate identical twins using up to 1100…

Literacy Integration of Technological Pedagogical Content Knowledge (TPACK) in Elementary Schools: A Case Study of Collaborative Leadership

ERIC Educational Resources Information Center

Mason, Charlene A.

2016-01-01

Integration of educational technology in the context of e-books has experienced slow implementation in elementary schools, specifically in early literacy instruction. Technological pedagogical content knowledge (TPACK) is a framework for metacognitive reflection on how the learning of subject matter can be facilitated through the use of…

Greenhouse Crop Production; A Student Handbook, Teacher Education Series, Volume 10 Number 3s.

ERIC Educational Resources Information Center

1969

This study guide, developed by the Department of Agricultural Education of The Pennsylvania State University and field-tested by 54 teachers, is for student use in a unit on greenhouse crop production. Learning objectives, key questions, vocabulary terms, subject matter, and references are included for each of these problem areas: (1) Occupational…

ESL through Content-Area Instruction: Mathematics, Science, Social Studies. Language in Education: Theory and Practice, No. 69.

ERIC Educational Resources Information Center

Crandall, JoAnn, Ed.; And Others

Three essays focus on integrating subject matter and the English used to communicate it as a technique for teaching limited-English-proficient students. "Integrating Language and Mathematics Learning," by Theresa Corasaniti Dale and Gilberto J. Cuevas, discusses the vocabulary, syntax, semantics, and discourse features of mathematics;…

English as a Medium of Instruction: Students' Strategies

ERIC Educational Resources Information Center

Soruç, Adem; Griffiths, Carol

2018-01-01

Although English-medium instruction (EMI) is now widely spread throughout the world, there is surprisingly little research into the challenges students face as they try to learn subject matter by means of a non-native language, or how learners attempt to address these challenges. The study reported in this article employed a qualitative approach,…

Harnessing the Power of Story: Using Narrative Reading and Writing across Content Areas

ERIC Educational Resources Information Center

Nathanson, Steven

2006-01-01

This article reviews research to examine how teaching and learning are improved with the use of narrative story materials. Stories help to focus the reader's attention and build personal connection, resulting in better retention and deeper subject-matter understanding. Four key advantages of narratives cited by D. T. Willingham are discussed. The…

Effects of Test-Taking Instruction on a Health Professional Certifying Examination: An Evaluation.

ERIC Educational Resources Information Center

Frierson, Henry T., Jr.

The intervention in this study focused upon effective test taking, defined as the capacity to use acquired subject matter knowledge to achieve test scores consistent with an individual's knowledge level. This approach also emphasized self-assessment and self-directed learning. The procedure was employed in efforts to enhance a class of medical…

A Study of Disciplinary, Structural, and Behavioral Effects on Course Outcomes in Online MBA Courses

ERIC Educational Resources Information Center

Arbaugh, J. B.; Rau, Barbara L.

2007-01-01

This article reports the results of a 2-year study examining the effects of subject matter, course structure, and participant behaviors on students' perceived learning and satisfaction with delivery medium in Web-based courses of an MBA program in the midwestern United States. Using finance as the referent discipline, we found statistically…

Learning Might Not Equal Liking: Research Methods Course Changes Knowledge But Not Attitudes

ERIC Educational Resources Information Center

Sizemore, O. J.; Lewandowski, Gary W., Jr.

2009-01-01

Students completed surveys at the beginning and end of a sophomore-level course on research and statistics. We hypothesized that the course would produce advances in knowledge of research and statistics and that those changes would be accompanied by more favorable attitudes toward the subject matter. Results showed that knowledge did increase…

INSTRUCTIONAL TELEVISION FOR THE FIFTH GRADE. A TEACHER GUIDE, SEMESTER II.

ERIC Educational Resources Information Center

PELIKAN, ALFRED; AND OTHERS

INSTRUCTIONAL TELEVISION FOR FIFTH GRADE HAS BEEN DIVIDED INTO FIVE AREAS--ART, FOREIGN LANGUAGE, MUSIC, PHYSICAL EDUCATION, AND SCIENCE. A CALENDAR IS GIVEN TO CORRELATE DATES AND SUBJECT MATTER. A PREVIEW OF THE CONTENT OF EACH LESSON IS MADE AVAILABLE, AND FOLLOWUP ACTIVITIES ARE SUGGESTED TO REINFORCE THE LEARNING. THE STRUCTURE OF THE ART…

Investigating Elementary Principals' Science Beliefs and Knowledge and Its Relationship to Students' Science Outcomes

ERIC Educational Resources Information Center

Khan, Uzma Zafar

2012-01-01

The aim of this quantitative study was to investigate elementary principals' beliefs about reformed science teaching and learning, science subject matter knowledge, and how these factors relate to fourth grade students' superior science outcomes. Online survey methodology was used for data collection and included a demographic…

Teaching and Learning with the Internet: A Guide to Building Information Literacy Skills.

ERIC Educational Resources Information Center

Kasowitz, Abby S.

This book is designed to prepare information mentors-educators, parents, educational concept developers, subject-matter experts, and others who guide K-12 students to information literacy to provide instruction, guidance, and services to teach K-12 students how to solve information problems using a variety of information tools and resources. The…

Content-Intensive Courses in an Undergraduate Science Education Minor and Impacts on Participating Students

ERIC Educational Resources Information Center

Czworkowski, John; Seethaler, Sherry

2013-01-01

The California Teach Program at the University of California, San Diego, recruits and prepares undergraduates interested in teaching science and mathematics. One of the products of the program is a set of courses taught by faculty in science disciplines that integrate subject matter with theories of learning and instruction, with the goal of…

Effects of Teaching Approach on Problem Solving Ability of Agricultural Education Students with Varying Learning Styles.

ERIC Educational Resources Information Center

Dyer, James E.; Osborne, Edward W.

1996-01-01

One group of Illinois secondary agriculture students was taught using a problem-solving approach (PSA), the other with a subject-matter approach (SMA). A problem-solving posttest and Group Embedded Figures Test showed significantly higher problem-solving ability in the PSA group. Field independent learners in the PSA group significantly increased…

Development of a Responsive Literacy Pedagogy Incorporating Technology for the Indigenous Learners in Malaysia

ERIC Educational Resources Information Center

Thanabalan, T. Vanitha; Siraj, Saedah; Alias, Norlidah

2014-01-01

The aim of this study is to develop a literacy pedagogy to facilitate literacy learning among the Indigenous community in Malaysia. The Developmental Research Approach method was used and thus various groups of people participated in the study. They included subject matter experts, English language teachers from schools with indigenous students,…

Mapping the Entangled Ontology of Science Teachers' Lived Experience

ERIC Educational Resources Information Center

Daugbjerg, Peer S.; de Freitas, Elizabeth; Valero, Paola

2015-01-01

In this paper we investigate how the bodily activity of teaching, along with the embodied aspect of lived experience, relates to science teachers' ways of dealing with bodies as living organisms which are both the subject matter as well as the site or vehicle of learning. More precisely, the following questions are pursued: (1) "In what ways…

Probabilistic Learning in Junior High School: Investigation of Student Probabilistic Thinking Levels

NASA Astrophysics Data System (ADS)

Kurniasih, R.; Sujadi, I.

2017-09-01

This paper was to investigate level on students’ probabilistic thinking. Probabilistic thinking level is level of probabilistic thinking. Probabilistic thinking is thinking about probabilistic or uncertainty matter in probability material. The research’s subject was students in grade 8th Junior High School students. The main instrument is a researcher and a supporting instrument is probabilistic thinking skills test and interview guidelines. Data was analyzed using triangulation method. The results showed that the level of students probabilistic thinking before obtaining a teaching opportunity at the level of subjective and transitional. After the students’ learning level probabilistic thinking is changing. Based on the results of research there are some students who have in 8th grade level probabilistic thinking numerically highest of levels. Level of students’ probabilistic thinking can be used as a reference to make a learning material and strategy.

NASA’s Universe of Learning: Providing a Direct Connection to NASA Science for Learners of all Ages with ViewSpace

NASA Astrophysics Data System (ADS)

Lawton, Brandon L.; Rhue, Timothy; Smith, Denise A.; Squires, Gordon K.; Biferno, Anya A.; Lestition, Kathleen; Cominsky, Lynn R.; Godfrey, John; Lee, Janice C.; Manning, Colleen

2018-06-01

NASA's Universe of Learning creates and delivers science-driven, audience-driven resources and experiences designed to engage and immerse learners of all ages and backgrounds in exploring the universe for themselves. The project is the result of a unique partnership between the Space Telescope Science Institute, Caltech/IPAC, Jet Propulsion Laboratory, Smithsonian Astrophysical Observatory, and Sonoma State University, and is one of 27 competitively-selected cooperative agreements within the NASA Science Mission Directorate STEM Activation program. The NASA's Universe of Learning team draws upon cutting-edge science and works closely with Subject Matter Experts (scientists and engineers) from across the NASA Astrophysics Physics of the Cosmos, Cosmic Origins, and Exoplanet Exploration themes. As one example, NASA’s Universe of Learning program is uniquely able to provide informal learning venues with a direct connection to the science of NASA astrophysics via the ViewSpace platform. ViewSpace is a modular multimedia exhibit where people explore the latest discoveries in our quest to understand the universe. Hours of awe-inspiring video content connect users’ lives with an understanding of our planet and the wonders of the universe. This experience is rooted in informal learning, astronomy, and earth science. Scientists and educators are intimately involved in the production of ViewSpace material. ViewSpace engages visitors of varying backgrounds and experience at museums, science centers, planetariums, and libraries across the United States. In addition to creating content, the Universe of Learning team is updating the ViewSpace platform to provide for additional functionality, including the introduction of digital interactives to make ViewSpace a multi-modal learning experience. During this presentation we will share the ViewSpace platform, explain how Subject Matter Experts are critical in creating content for ViewSpace, and how we are addressing audience needs and using evaluation to support a dedicated user base across the country.

Brain-behaviour relationships in people at high genetic risk of schizophrenia.

PubMed

Lymer, G Katherine S; Job, Dominic E; William, T; Moorhead, J; McIntosh, Andrew M; Owens, David G C; Johnstone, Eve C; Lawrie, Stephen M

2006-10-15

The brain is known to be structurally abnormal in schizophrenia, with replicated findings between anatomical deficits and some dysfunctions. These structure-function associations have, however, only very rarely been studied in relatives at risk of schizophrenia. We studied the relationships between structure and schizotypal features (assessed using RISC and SIS) and verbal learning and memory (measured using RAVLT) in relatives at high risk of developing schizophrenia and normal controls. Since these behavioural test scores are strong predictors of schizophrenia in the Edinburgh High Risk Study, we hypothesised that these relationships would differ between those high-risk subjects who will develop schizophrenia from those who will not. We performed multiple regressions of the grey matter segments of the subjects and controls, produced using grey matter optimised, voxel-based morphometry, with their RAVLT, SIS and RISC scores in SPM. Where significant relationships were found, we used SPSS to test for subject group by behavioural score interactions. In those high-risk subjects who became ill, grey matter density (GMD) was significantly correlated with RISC in the left superior temporal gyrus. In subjects who remained well, SIS was significantly correlated with GMD in the right pulvinar. Across the whole HR group, GMD in the right medial dorsal thalamic nucleus was significantly correlated with RAVLT. In those subjects who developed symptoms, RAVLT significantly correlated with GMD in right parahippocampal gyrus whereas in those who became ill, significant correlations existed bilaterally in the pulvinar. These results suggest complex and changing patterns of structural-functional relationships in those subjects at high-risk of schizophrenia.

Design e-learning with flipped learning model to improve layout understanding the concepts basic of the loop control structure

NASA Astrophysics Data System (ADS)

Handayani, D. P.; Sutarno, H.; Wihardi, Y.

2018-05-01

This study aimed in design and build e-learning with classroom flipped model to improve the concept of understanding of SMK students on the basic programming subject. Research and development obtained research data from survey questionnaire given to students of SMK class X RPL in SMK Negeri 2 Bandung and interviews to RPL productive teacher. Data also obtained from questionnaire of expert validation and students' assessment from e-learning with flipped classroom models. Data also obtained from multiple-choice test to measure improvements in conceptual understanding. The results of this research are: 1) Developed e- learning with flipped classroom model considered good and worthy of use by the average value of the percentage of 86,3% by media experts, and 85,5% by subjects matter experts, then students gave judgment is very good on e-learning either flipped classroom model with a percentage of 79,15% votes. 2) e-learning with classroom flipped models show an increase in the average value of pre-test before using e-learning 26.67 compared to the average value post-test after using e- learning at 63.37 and strengthened by the calculation of the index gains seen Increased understanding of students 'concepts by 50% with moderate criteria indicating that students' understanding is improving.

Subjective Cognitive Decline: Mapping Functional and Structural Brain Changes-A Combined Resting-State Functional and Structural MR Imaging Study.

PubMed

Sun, Yu; Dai, Zhengjia; Li, Yuxia; Sheng, Can; Li, Hongyan; Wang, Xiaoni; Chen, Xiaodan; He, Yong; Han, Ying

2016-10-01

Purpose To determine whether individuals with subjective cognitive decline (SCD) exhibit functional and structural brain alterations by using resting-state functional and structural magnetic resonance (MR) imaging. Materials and Methods This study received institutional review board approval, and all participants gave informed consent. Resting-state functional MR imaging and structural MR imaging techniques were used to measure amplitude of low-frequency fluctuations (ALFF) and regional gray matter volume in 25 subjects with SCD (mean age, 65.52 years ± 6.12) and 61 control subjects (mean age, 64.11 years ± 8.59). Voxel-wise general linear model analyses were used to examine between-group differences in ALFF or in gray matter volume and to further determine the brain-behavioral relationship. Results Subjects with SCD exhibited higher ALFF values than did control subjects in the bilateral inferior parietal lobule (left: 0.44 ± 0.25 vs 0.27 ± 0.18, respectively; P = .0003; right: 1.46 ± 0.45 vs 1.10 ± 0.37, respectively; P = .0015), right inferior (0.45 ± 0.15 vs 0.37 ± 0.08, repectively; P = .0106) and middle (1.03 ± 0.32 vs 0.83 ± 0.20, respectively; P = .0008) occipital gyrus, right superior temporal gyrus (0.11 ± 0.07 vs 0.07 ± 0.04, respectively; P = .0016), and right cerebellum posterior lobe (0.51 ± 0.27 vs 0.39 ± 0.15, respectively; P = .0010). In the SCD group, significant correlations were found between Auditory Verbal Learning Test recognition scores and ALFF in the left inferior parietal lobe (r = -0.79, P < .001) and between Auditory Verbal Learning Test immediate recall scores and ALFF values in the right middle occipital gyrus (r = -0.64, P = .002). Nonsignificant group differences were found in gray matter volume (P > .05, corrected). Conclusion Individuals with SCD had altered spontaneous functional activity, suggesting that resting-state functional MR imaging may be a noninvasive method for characterizing SCD. (©) RSNA, 2016 Online supplemental material is available for this article.

NASA's Universe of Learning: The Integral Role of Research Astronomers and Other Subject Matter Experts

NASA Astrophysics Data System (ADS)

Lee, Janice; Universe of Learning Team

2018-01-01

Astronomy seeks to understand the workings of the Universe on its largest scales, and to answer fundamental questions about the story of our origins. The science of astronomy thus naturally lends itself to informal education and public outreach activities, as it broadly captures the human imagination. There are at least three overall goals for investment of resources in Astronomy E/PO: to interest students in pursuing STEM education and careers; to develop Astronomy as context for teaching more basic physical and computer science in service of US National Education Goals; to help motivate continued public support of federally funded Astronomy research and technology development. Providing a full spectrum of opportunities for the public to learn about recent Astronomy discoveries is key to achieving these societal goals. Thus, the E/PO professional community must have an understanding of recent scientific/technological results, and engage with the researchers who are creating new knowledge to explicate that knowledge to the public. It stands to reason that researchers (or “subject matter experts, SMEs”) must be involved in and remain connected to the E/PO endeavor. In this talk, I will describe how research astronomers and other SMEs play an integral role in a full range of informal education programming developed by the NASA Universe of Learning collaboration, and opportunities to get involved.

An Introduction to the Inverted/Flipped Classroom Model in Education and Advanced Training in Medicine and in the Healthcare Professions.

PubMed

Tolks, Daniel; Schäfer, Christine; Raupach, Tobias; Kruse, Leona; Sarikas, Antonio; Gerhardt-Szép, Susanne; Kllauer, Gertrud; Lemos, Martin; Fischer, Martin R; Eichner, Barbara; Sostmann, Kai; Hege, Inga

2016-01-01

In describing the inverted classroom model (ICM), the following paper is meant to provide an introduction to the subject matter and to serve as a practical guide for those wishing to employ its methods in basic and advanced medical training and education. The ICM is a blended-learning method in which a self-directed learning phase (individual phase) precedes the classroom-instruction phase. During the online phase, factual knowledge is imparted that serves as a basis for the classroom phase. The classroom phase should subsequently be used to assimilate and implement the previously gained knowledge. In contrast, traditional course concepts impart factual knowledge in lectures, for example, or in other face-to-face teaching formats and are followed by the students' self-instruction in order to assimilate this knowledge. The goal of the ICM is the shift from passive learning to accelerated learning in order to foster learning at cognitively demanding levels such as analysis, synthesis and evaluation. The concurrent increase in production and use of screencasts and educational videos, the Open Educational Resources "movement" and the widespread use of Massive Open Online Courses (MOOCS) have contributed to the increased dissemination of the inverted-classroom method. The intention of the present paper is to provide an introduction to the subject matter and simultaneously to offer a short overview of important projects and research results in the field of medical education and other health professions. Furthermore, an outline is given of the advantages and disadvantages of the model as well as its potential benefit to the future of medical education and training.

An Introduction to the Inverted/Flipped Classroom Model in Education and Advanced Training in Medicine and in the Healthcare Professions

PubMed Central

Tolks, Daniel; Schäfer, Christine; Raupach, Tobias; Kruse, Leona; Sarikas, Antonio; Gerhardt-Szép, Susanne; Kllauer, Gertrud; Lemos, Martin; Fischer, Martin R.; Eichner, Barbara; Sostmann, Kai; Hege, Inga

2016-01-01

In describing the inverted classroom model (ICM), the following paper is meant to provide an introduction to the subject matter and to serve as a practical guide for those wishing to employ its methods in basic and advanced medical training and education. The ICM is a blended-learning method in which a self-directed learning phase (individual phase) precedes the classroom-instruction phase. During the online phase, factual knowledge is imparted that serves as a basis for the classroom phase. The classroom phase should subsequently be used to assimilate and implement the previously gained knowledge. In contrast, traditional course concepts impart factual knowledge in lectures, for example, or in other face-to-face teaching formats and are followed by the students’ self-instruction in order to assimilate this knowledge. The goal of the ICM is the shift from passive learning to accelerated learning in order to foster learning at cognitively demanding levels such as analysis, synthesis and evaluation. The concurrent increase in production and use of screencasts and educational videos, the Open Educational Resources “movement” and the widespread use of Massive Open Online Courses (MOOCS) have contributed to the increased dissemination of the inverted-classroom method. The intention of the present paper is to provide an introduction to the subject matter and simultaneously to offer a short overview of important projects and research results in the field of medical education and other health professions. Furthermore, an outline is given of the advantages and disadvantages of the model as well as its potential benefit to the future of medical education and training. PMID:27275511

Getting Down to Business: Plumbing Business, Module 35. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Sanderson, Barbara

This module on owning and operating a plumbing business is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Guard Service, Module 27. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Colby, Pamela G.

This module on owning and operating a guard service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Getting Down to Business: Welding Business, Module 32. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Gall, Joyce P.

This module on owning and operating a welding business is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Bicycle Store, Module 10. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Sanderson, Barbara

This module on owning and operating a bicycle store is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Getting Down to Business: Pest Control Service, Module 28. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Colby, Pamela G.

This module on owning and operating a pest control service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Answering Service, Module 17. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Shapiro, Norma

This module on owning and operating an answering service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Bookkeeping Service, Module 19. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Shapiro, Norma

This module on owning and operating a bookkeeping service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Housecleaning Service, Module 24. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

McFarlane, Carolyn

This module on owning and operating a housecleaning service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Specialty Food Store, Module 8. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This module on owning and operating a specialty food store is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Word Processing Service, Module 21. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Shapiro, Norma

This module on owning and operating a word processing service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Home Attendant Service, Module 26. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Sanderson, Barbara

This module on owning and operating a home attendant service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Garden Center, Module 4. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

McBain, Susan L.

This module on owning and operating a garden center is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Getting Down to Business: Software Design Company, Module 20. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Shapiro, Norma

This module on owning and operating a software design company is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Carpentry Business, Module 34. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Gall, Joyce P.

This module on owning and operating a carpentry business is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Sewing Service, Module 25. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Kingi, Marcella

This module on owning and operating a sewing service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Restaurant Business, Module 22. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Kingi, Marcella

This module on owning and operating a restaurant is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Getting Down to Business: Energy Specialist Service, Module 29. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Colby, Pamela G.

This module on owning and operating an energy specialist service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Health Spa, Module 16. [Student Module]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Wolman, Jean

This module on owning and operating a health spa is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Getting Down to Business: Secretarial Service, Module 18. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Shapiro, Norma

This module on owning and operating a secretarial service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Nursing Service, Module 14. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Wolman, Jean

This module on owning and operating a nursing service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Dairy Farming, Module 6. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

McBain, Susan L.

This module on owning and operating a dairy farm is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Testing the Improvement of English as a Foreign Language Instruction among Chinese College Students through Computerized Graphic Visuals

ERIC Educational Resources Information Center

Yang, Quan; Miller, Michael; Bai, Kang

2011-01-01

The purpose of this study was to determine if animated illustrations would increase the recall and comprehension of a subject matter, English as a foreign language (EFL), among Chinese college students. The study was specifically designed to identify the influence of graphics on Chinese EFL students' learning by comparing abstract versus concrete…

Tutoring Online Tutors: Using Digital Badges to Encourage the Development of Online Tutoring Skills

ERIC Educational Resources Information Center

Hrastinski, Stefan; Cleveland-Innes, Martha; Stenbom, Stefan

2018-01-01

Online tutors play a critical role in e-learning and need to have an appropriate set of skills in addition to subject matter expertise. This paper explores how digital badges can be used to encourage the development of online tutoring skills. Based on previous research, we defined three digital badges, which are examples of essential tutoring…

Implementing a Disciplinary-Literacy Curriculum for US History: Learning from Expert Middle School Teachers in Diverse Classrooms

ERIC Educational Resources Information Center

Monte-Sano, Chauncey; De La Paz, Susan; Felton, Mark

2014-01-01

In recent years, educators in the USA have emphasized disciplinary literacy as an essential path forward in cultivating adolescents' understanding of subject matter in tandem with literacy practices. Yet, this agenda poses challenges to teachers who have been tasked with its implementation. Here, we examine two expert US history teachers' efforts…

Getting Down to Business: Apparel Store, Module 7. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This module on owning and operating an apparel store is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Innkeeping, Module 13. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This module on owning and operating an inn is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

A Sense of Deja Vu across the Tasman? What Australians Might Learn from the New Zealand Experience with the Te Kotahitanga Professional Development Programme

ERIC Educational Resources Information Center

Openshaw, Roger

2007-01-01

Throughout Australasia, indigenous educational issues remain a subject of considerable debate. In New Zealand, Maori underachievement in education has long been a matter of widespread concern. Currently the most highly visible professional development programme now operating in New Zealand mainstream secondary schools, Te Kotahitanga claims to…

Concept Maps as Expressions of Teachers' Meaning-Making While Beginning to Teach Semiconductors

ERIC Educational Resources Information Center

Rollnick, Marissa; Mundalamo, Fhatuwani; Booth, Shirley

2013-01-01

The challenge of teaching new subject matter is a familiar one for most teachers. This paper investigates the content knowledge gains made by seven teachers as they learn to teach the topic of semiconductors through a process of self-study. "Semiconductors" is a new topic in the curriculum which looks at the sub-microscopic properties of…

The Negative Consequences of becoming a Good Reader: Identity Theory as a Lens for Understanding Struggling Readers, Teachers, and Reading Instruction

ERIC Educational Resources Information Center

Hall, Leigh A.

2010-01-01

Background/Context: The majority of middle school students in U.S. schools are struggling readers and lack the reading abilities needed to successfully comprehend texts, complete reading-related assignments, and learn subject matter content. Researchers have suggested that struggling readers' comprehension abilities can be improved if their…

Can Studying Adolescents' Thinking Amplify High-Leverage Social Studies Teaching Practice? Challenges of Synthesizing Pedagogies of Investigation and Enactment in School-Institutional Contexts

ERIC Educational Resources Information Center

Meuwissen, Kevin W.; Thomas, Andrew L.

2016-01-01

The notion that teacher education should emphasize high-leverage practice, which is research based, represents the complexity of the subject matter, bolsters teachers' understanding of student learning, is adaptable to different curricular circumstances, and can be mastered with regular use, has traction in scholarship. Nevertheless, how teacher…

Getting Down to Business: Travel Agency, Module 9. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This module on owning and operating a travel agency is one of 36 modules in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Enhancing Reading Literacy in Elementary Children Using Programming for Scientific Simulations

ERIC Educational Resources Information Center

Williams, Alexandria; Rouse, Kenneth; Seals, Cheryl; Gilbert, Juan

2009-01-01

Reading literacy has been a major problem for American students for the past several years. Educators have struggled to find a solution to this problem that will help students while at the same time maintain their interest in the subject matter. Educational video games and other e-learning technologies have made their way into classrooms and homes…

Common Mistakes in Teaching Elementary Math--And How to Avoid Them

ERIC Educational Resources Information Center

Liu, Fuchang

2017-01-01

Learn the most effective ways to teach elementary math, no matter how much experience you have with the subject. In this book, Fuchang Liu takes you through many common mistakes in math instruction and explains the misunderstandings behind them. He points out practices that should be avoided, helping you to adjust your lessons so that all students…

Reconceptualizing the Nature of Science for Science Education: Why Does it Matter?

ERIC Educational Resources Information Center

Dagher, Zoubeida R.; Erduran, Sibel

2016-01-01

Two fundamental questions about science are relevant for science educators: (a) What is the nature of science? and (b) what aspects of nature of science should be taught and learned? They are fundamental because they pertain to how science gets to be framed as a school subject and determines what aspects of it are worthy of inclusion in school…

The effect of the 4MAT learning model on the achievement and motivation of 7th grade students on the subject of particulate nature of matter and an examination of student opinions on the model

NASA Astrophysics Data System (ADS)

Aktas, İdris; Bılgın, İbrahim

2015-01-01

Background:Many researchers agree that students, especially primary students, have learning difficulties on the 'Particulate Nature of Matter' unit. One reason for this difficulty is not considering individual differences for teaching science. In 4MAT model learning, environment is arranged according to individual differences. Purpose:The purpose of this study is to examine (1) the effects of the 4MAT learning model on the7th grade students' academic achievement and motivation on the 'Particulate Nature of Matter' unit and (2) identify student opinions on the 4MAT model. Sample:The sample consists of 235 students (115 experimental, 120 control) in Turkey. Design and methods:Experimental groups were instructed with the 4MAT model while control groups were instructed with a traditional method. Achievement Test (AchToM) and Motivation Scale (MotScl) were administered to students as pre- and post-tests. Moreover, the opinions of students in the experimental groups on the 4MAT model were ascertained through open-ended questions after the application. Results:According to independent t-test results, statistical difference in favour of the experimental groups was detected between the post-AchToM (ES = 1.43; p < .0001) and post-MotScl (ES = 0.32; p < .05) scores. According to data obtained from the questionnaire, the application of the 4MAT model increases student motivation and participation in the lesson, lessons are more amusing and enjoyable, and the self-confidence of the students increases. Besides these positive opinions, however, a few students stated that the method took too much time, they were not motivated and it did not help them in understanding the subject. Conclusions:The 4MAT model is more effective than traditional method in terms of increasing achievement and motivation. The model takes all learners into account. Thus, the teacher or educator should use the 4MAT model to ensure all students' learning in their classroom.

Frontostriatal white matter integrity mediates adult age differences in probabilistic reward learning.

PubMed

Samanez-Larkin, Gregory R; Levens, Sara M; Perry, Lee M; Dougherty, Robert F; Knutson, Brian

2012-04-11

Frontostriatal circuits have been implicated in reward learning, and emerging findings suggest that frontal white matter structural integrity and probabilistic reward learning are reduced in older age. This cross-sectional study examined whether age differences in frontostriatal white matter integrity could account for age differences in reward learning in a community life span sample of human adults. By combining diffusion tensor imaging with a probabilistic reward learning task, we found that older age was associated with decreased reward learning and decreased white matter integrity in specific pathways running from the thalamus to the medial prefrontal cortex and from the medial prefrontal cortex to the ventral striatum. Further, white matter integrity in these thalamocorticostriatal paths could statistically account for age differences in learning. These findings suggest that the integrity of frontostriatal white matter pathways critically supports reward learning. The findings also raise the possibility that interventions that bolster frontostriatal integrity might improve reward learning and decision making.

Impairment in explicit visuomotor sequence learning is related to loss of microstructural integrity of the corpus callosum in multiple sclerosis patients with minimal disability.

PubMed

Bonzano, L; Tacchino, A; Roccatagliata, L; Sormani, M P; Mancardi, G L; Bove, M

2011-07-15

Sequence learning can be investigated by serial reaction-time (SRT) paradigms. Explicit learning occurs when subjects have to recognize a test sequence and has been shown to activate the frontoparietal network in both contralateral and ipsilateral hemispheres. Thus, the left and right superior longitudinal fasciculi (SLF), connecting the intra-hemispheric frontoparietal circuits, could have a role in explicit unimanual visuomotor learning. Also, as both hemispheres are involved, we could hypothesize that the corpus callosum (CC) has a role in this process. Pathological damage in both SLF and CC has been detected in patients with Multiple Sclerosis (PwMS), and microstructural alterations can be quantified by Diffusion Tensor Imaging (DTI). In light of these findings, we inquired whether PwMS with minimal disability showed impairments in explicit visuomotor sequence learning and whether this could be due to loss of white matter integrity in these intra- and inter-hemispheric white matter pathways. Thus, we combined DTI analysis with a modified version of SRT task based on finger opposition movements in a group of PwMS with minimal disability. We found that the performance in explicit sequence learning was significantly reduced in these patients with respect to healthy subjects; the amount of sequence-specific learning was found to be more strongly correlated with fractional anisotropy (FA) in the CC (r=0.93) than in the left (r=0.28) and right SLF (r=0.27) (p for interaction=0.005 and 0.04 respectively). This finding suggests that an inter-hemispheric information exchange between the homologous areas is required to successfully accomplish the task and indirectly supports the role of the right (ipsilateral) hemisphere in explicit visuomotor learning. On the other hand, we found no significant correlation of the FA in the CC and in the SLFs with nonspecific learning (assessed when stimuli are randomly presented), supporting the hypothesis that inter-hemispheric integrity is specifically relevant for explicit sequence learning. Copyright © 2011 Elsevier Inc. All rights reserved.

Transmutation of Matter in Byzantium: The Case of Michael Psellos, the Alchemist

NASA Astrophysics Data System (ADS)

Katsiampoura, Gianna

2008-06-01

There is thus nothing paradoxical about the inclusion of alchemy in the ensemble of the physical sciences nor in the preoccupation with it on the part of learned men engaged in scientific study. In the context of the Medieval model, where discourse on the physical world was ambiguous, often unclear, and lacking the support of experimental verification, the transmutation of matter, which was the subject of alchemy, even if not attended by a host of occult features, was a process that was thought to have a probable basis in reality. What is interesting in this connection is the utilization of the scientific categories of the day for discussion of transmutation of matter and the attempt to avoid, in most instances in the texts that survive, of methods reminiscent of magic.

Computer-based Astronomy Labs for Non-science Majors

NASA Astrophysics Data System (ADS)

Smith, A. B. E.; Murray, S. D.; Ward, R. A.

1998-12-01

We describe and demonstrate two laboratory exercises, Kepler's Third Law and Stellar Structure, which are being developed for use in an astronomy laboratory class aimed at non-science majors. The labs run with Microsoft's Excel 98 (Macintosh) or Excel 97 (Windows). They can be run in a classroom setting or in an independent learning environment. The intent of the labs is twofold; first and foremost, students learn the subject matter through a series of informational frames. Next, students enhance their understanding by applying their knowledge in lab procedures, while also gaining familiarity with the use and power of a widely-used software package and scientific tool. No mathematical knowledge beyond basic algebra is required to complete the labs or to understand the computations in the spreadsheets, although the students are exposed to the concepts of numerical integration. The labs are contained in Excel workbook files. In the files are multiple spreadsheets, which contain either a frame with information on how to run the lab, material on the subject, or one or more procedures. Excel's VBA macro language is used to automate the labs. The macros are accessed through button interfaces positioned on the spreadsheets. This is done intentionally so that students can focus on learning the subject matter and the basic spreadsheet features without having to learn advanced Excel features all at once. Students open the file and progress through the informational frames to the procedures. After each procedure, student comments and data are automatically recorded in a preformatted Lab Report spreadsheet. Once all procedures have been completed, the student is prompted for a filename in which to save their Lab Report. The lab reports can then be printed or emailed to the instructor. The files will have full worksheet and workbook protection, and will have a "redo" feature at the end of the lab for students who want to repeat a procedure.

Students' attitudes towards learning statistics

NASA Astrophysics Data System (ADS)

Ghulami, Hassan Rahnaward; Hamid, Mohd Rashid Ab; Zakaria, Roslinazairimah

2015-05-01

Positive attitude towards learning is vital in order to master the core content of the subject matters under study. This is unexceptional in learning statistics course especially at the university level. Therefore, this study investigates the students' attitude towards learning statistics. Six variables or constructs have been identified such as affect, cognitive competence, value, difficulty, interest, and effort. The instrument used for the study is questionnaire that was adopted and adapted from the reliable instrument of Survey of Attitudes towards Statistics(SATS©). This study is conducted to engineering undergraduate students in one of the university in the East Coast of Malaysia. The respondents consist of students who were taking the applied statistics course from different faculties. The results are analysed in terms of descriptive analysis and it contributes to the descriptive understanding of students' attitude towards the teaching and learning process of statistics.

[AN EDUCATIONAL EXPERIENCE BASED ON CLICKERS].

PubMed

García Rodríguez, Jose Juan; Lara Domínguez, Pilar A; Torres Pérez, Luis Francisco

2015-05-01

Active learning or self-learning increases the student's participation and commitment to his studies; these conditions are necessary to improve academic performance. An intervention has been designed based on the experience in the use of clickers in other universities, but without the actual technology. This work has been performed in the School of Nursing affiliated to the University of Malaga (UMA) on students enrolled in their second year of Degree in Adult Nursing Course I. Three sessions of multiple-choice questions were scheduled on the subject "distance learning" in which master classes were not taught. The answers were collected on paper templates. We wanted to determine the degree of relationship between the attendance of sessions and the results obtained by students in the final examination of the subject, as well as, the questions dedicated to assess the "distance learning" matter. The results support a significant statistical difference in the correct answers by students according to the number of sessions attended. These differences are highest among students who did not attend any session and those who attended the three planned sessions.

Recent developments in machine learning applications in landslide susceptibility mapping

NASA Astrophysics Data System (ADS)

Lun, Na Kai; Liew, Mohd Shahir; Matori, Abdul Nasir; Zawawi, Noor Amila Wan Abdullah

2017-11-01

While the prediction of spatial distribution of potential landslide occurrences is a primary interest in landslide hazard mitigation, it remains a challenging task. To overcome the scarceness of complete, sufficiently detailed geomorphological attributes and environmental conditions, various machine-learning techniques are increasingly applied to effectively map landslide susceptibility for large regions. Nevertheless, limited review papers are devoted to this field, particularly on the various domain specific applications of machine learning techniques. Available literature often report relatively good predictive performance, however, papers discussing the limitations of each approaches are quite uncommon. The foremost aim of this paper is to narrow these gaps in literature and to review up-to-date machine learning and ensemble learning techniques applied in landslide susceptibility mapping. It provides new readers an introductory understanding on the subject matter and researchers a contemporary review of machine learning advancements alongside the future direction of these techniques in the landslide mitigation field.

Getting Down to Business: Flower and Plant Store, Module 11. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This module on owning and operating a flower and plant store is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Business and Personal Service, Module 12. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This module on owning and operating a business and personal service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities…

Getting Down to Business: Auto Body Shop, Module 31. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

McFarlane, Carolyn

This module on owning and operating an auto repair shop is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Training for Online Teachers to Support Student Success: Themes from a Survey Administered to Teachers in Four Online Learning Programs

ERIC Educational Resources Information Center

Zweig, Jacqueline S.; Stafford, Erin T.

2016-01-01

In addition to teaching the subject matter, online teachers are tasked with supporting students' understanding of the online environment as well as students' progress, engagement, and interactions within the course. Yet only four states and the District of Columbia require teachers to receive training in online instruction prior to teaching a K-12…

Getting Down to Business: Day Care Center, Module 23. [Student Manual]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Kingi, Marcella

This module on owning and operating a day care center is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Do Parental Attitudes toward and Expectations for Their Children's Education and Future Jobs Matter for Their Children's School Achievement?

ERIC Educational Resources Information Center

Tan, Cheng Yong

2017-01-01

The traditional discourse in the scholarship on cultural capital theory has focused on how exclusive participation in elite status culture by students from higher socioeconomic status families benefits their learning in schools, the effects of which are most evident in linguistic subject areas such as reading achievement. However, some scholars…

Common Battlefield Training for Airmen

DTIC Science & Technology

2007-01-01

Independent Evaluation Analysis We developed three model courses that satisfied the training requirements for CBAT,4 based primarily on training materials ...individual subject-matter experts identified in their sorting or that the material from the Lessons Learned Database suggested9 refer to and apply the...shared experience that might or might not materialize in future operations. Finally, there have been questions regarding the best location for CBAT or

Getting Down to Business: Hair Styling Shop, Module 30. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Gall, Joyce P.

This module on owning and operating a hair styling shop is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

How Do Professionals' Attitudes Differ between What Game-Based Learning Could Ideally Achieve and What Is Usually Achieved

ERIC Educational Resources Information Center

Tan, Wee Hoe; Neill, Sean; Johnston-Wilder, Sue

2012-01-01

This paper compares the results of two surveys conducted between July 2009 and January 2010 with 45 subject matter experts (SMEs) and 41 game experts in the UK. The surveys examine the attitudes and attitude differences of the participants towards teachers who use games in the classroom and studios that produced educational games. The findings…

Defining the requisite knowledge for providers of in-service professional development for K--12 teachers of science: Refining the construct

NASA Astrophysics Data System (ADS)

Tucker, Deborah L.

Purpose. The purpose of this grounded theory study was to refine, using a Delphi study process, the four categories of the theoretical model of the comprehensive knowledge base required by providers of professional development for K-12 teachers of science generated from a review of the literature. Methodology. This grounded theory study used data collected through a modified Delphi technique and interviews to refine and validate the literature-based knowledge base required by providers of professional development for K-12 teachers of science. Twenty-three participants, experts in the fields of science education, how people learn, instructional and assessment strategies, and learning contexts, responded to the study's questions. Findings. By "densifying" the four categories of the knowledge base, this study determined the causal conditions (the science subject matter knowledge), the intervening conditions (how people learn), the strategies (the effective instructional and assessment strategies), and the context (the context and culture of formal learning environments) surrounding the science professional development process. Eight sections were added to the literature-based knowledge base; the final model comprised of forty-nine sections. The average length of the operational definitions increased nearly threefold and the number of citations per operational definition increased more than twofold. Conclusions. A four-category comprehensive model that can serve as the foundation for the knowledge base required by science professional developers now exists. Subject matter knowledge includes science concepts, inquiry, the nature of science, and scientific habits of mind; how people learn includes the principles of learning, active learning, andragogy, variations in learners, neuroscience and cognitive science, and change theory; effective instructional and assessment strategies include constructivist learning and inquiry-based teaching, differentiation of instruction, making knowledge and thinking accessible to learners, automatic and fluent retrieval of nonscience-specific skills, and science assessment and assessment strategies, science-specific instructional strategies, and safety within a learning environment; and, contextual knowledge includes curriculum selection and implementation strategies and knowledge of building program coherence. Recommendations. Further research on the use of which specific instructional strategies identified in the refined knowledge base have positive, significant effect sizes for adult learners is recommended.

The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses

NASA Astrophysics Data System (ADS)

Fini, Elham H.; Awadallah, Faisal; Parast, Mahour M.; Abu-Lebdeh, Taher

2018-05-01

This paper describes an intervention to enhance students' learning by involving students in brainstorming activities about sustainability concepts and their implications in transportation engineering. The paper discusses the process of incorporating the intervention into a transportation course, as well as the impact of this intervention on students' learning outcomes. To evaluate and compare students' learning as a result of the intervention, the Laboratory for Innovative Technology and Engineering Education survey instrument was used. The survey instrument includes five constructs: higher-order cognitive skills, self-efficacy, ease of learning subject matter, teamwork, and communication skills. Pre- and post-intervention surveys of student learning outcomes were conducted to determine the effectiveness of the intervention on enhancing students' learning outcomes. The results show that the implementation of the intervention significantly improved higher-order cognitive skills, self-efficacy, teamwork, and communication skills. Involving students in brainstorming activities related to sustainability concepts and their implications in transportation proved to be an effective teaching and learning strategy.

Building Reflection with Word Clouds for Online RN to BSN Students.

PubMed

Volkert, Delene R

Reflection allows students to integrate learning with their personal context, developing deeper knowledge and promoting critical thinking. Word clouds help students develop themes/concepts beyond traditional methods, introducing visual aspects to an online learning environment. Students created word clouds and captions, then responded to those created by peers for a weekly discussion assignment. Students indicated overwhelming support for the use of word clouds to develop deeper understanding of the subject matter. This reflection assignment could be utilized in asynchronous, online undergraduate nursing courses for creative methods of building reflection and developing knowledge for the undergraduate RN to BSN student.

Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject

NASA Astrophysics Data System (ADS)

Ma'rufi; Ketut Budayasa, I.; Juniati, Dwi

2018-01-01

This research aims at describing the profile of high school teacher’s Pedagogical Content Knowledge in learning mathematics from the perspective of teaching experience. Pedagogical Content Knowledge (PCK) covers teacher’s knowledge of subject matter, knowledge of pedagogy, and knowledge of students. The subject of this research was two high school mathematics teachers who have different teaching experience. The data were obtained through interview and observation then analyzed qualitatively. The focus of this research is the novice teacher’s PCK deals with knowledge of students. Knowledge of Student is defined as teacher’s knowledge about the students’ conception and misconception on limit of function material and teacher’s ability to cope with students’ difficulty, mistake, and misconception. The result of this research shows that novice teacher’s ability in analyzing the cause of students’ difficulty, mistake, and misconception was limited. Novice teacher tended to overcome the students’ difficulty, mistake, and misconception by re-explaining the procedure of question completion which is not understood by the students.

From Comparison Between Scientists to Gaining Cultural Scientific Knowledge. Leonardo and Galileo

NASA Astrophysics Data System (ADS)

Galili, Igal

2016-03-01

Physics textbooks often present items of disciplinary knowledge in a sequential order of topics of the theory under instruction. Such presentation is usually univocal, that is, isolated from alternative claims and contributions regarding the subject matter in the pertinent scientific discourse. We argue that comparing and contrasting the contributions of scientists addressing similar or the same subject could not only enrich the picture of scientific enterprise, but also possess a special appealing power promoting genuine understanding of the concept considered. This approach draws on the historical tradition from Plutarch in distant past and Koyré in the recent history and philosophy of science. It gains a new support in the discipline-culture structuring of the physics curriculum, seeking cultural content knowledge (CCK) of the subject matter. Here, we address two prominent individuals of Italian Renaissance, Leonardo and Galileo, in their dealing with issues relevant for introductory science courses. Although both figures addressed similar subjects of scientific content, their products were essentially different. Considering this difference is educationally valuable, illustrating the meaning of what students presently learn in the content knowledge of mechanics, optics and astronomy, as well as the nature of science and scientific knowledge.

Subclinical cerebrovascular disease inversely associates with learning ability

PubMed Central

Glazer, Hilary; Dong, Chuanhui; Yoshita, Mitsuhiro; Rundek, Tatjana; Elkind, Mitchell S.V.; Sacco, Ralph L.; DeCarli, Charles; Stern, Yaakov

2015-01-01

Objective: Memory has been examined in subjects with imaging markers of cerebrovascular disease, but learning has been less well studied. We examined the relationship among subclinical cerebrovascular disease, cerebral volumes, and verbal learning in an ethnically and racially diverse community sample. Methods: A clinically stroke-free subset of Northern Manhattan Study participants underwent cognitive testing and brain MRI with quantification of white matter hyperintensity volume (WMHV) and total cerebral volume (TCV) using semiautomated segmentation. We used generalized linear regression and mixed models to examine the association between imaging findings and verbal learning. Results: There were 1,272 participants (61% women, mean age 70 ± 9 years). Participants with greater WMHV and smaller TCV remembered fewer total words on a list-learning task (β = −0.83 per SD change in WMHV, 95% confidence interval [CI] = −1.22 to −0.45, p < 0.0001; and β = 0.48 per SD change in TCV, 95% CI = 0.05 to 0.90, p = 0.03, respectively). Subclinical brain infarction (SBI) was not associated with total words learned (β = −0.04, 95% CI = −1.08 to 1.00, p = 0.94). Those with greater WMHV had increased odds of a flatter learning slope. After excluding participants with SBI, the association between total words learned and WMHV remained significant. All measurements were adjusted for age, education, race/ethnicity, medical insurance status, and the presence of SBI. Conclusions: White matter hyperintensities, a marker of cerebral small vessel disease, may have an impact on learning slope. This suggests that verbal learning performance can be incorporated into neuropsychological measures for vascular cognitive impairment and that cerebrovascular disease discovered on imaging affects the ability to learn new information. PMID:26002489

19 CFR 174.11 - Matters subject to protest.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 19 Customs Duties 2 2013-04-01 2013-04-01 false Matters subject to protest. 174.11 Section 174.11... TREASURY (CONTINUED) PROTESTS Protests § 174.11 Matters subject to protest. The following decisions of CBP... administrative decisions involving the following subject matters are subject to protest: (1) The appraised value...

19 CFR 174.11 - Matters subject to protest.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 19 Customs Duties 2 2014-04-01 2014-04-01 false Matters subject to protest. 174.11 Section 174.11... TREASURY (CONTINUED) PROTESTS Protests § 174.11 Matters subject to protest. The following decisions of CBP... administrative decisions involving the following subject matters are subject to protest: (1) The appraised value...

19 CFR 174.11 - Matters subject to protest.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 19 Customs Duties 2 2011-04-01 2011-04-01 false Matters subject to protest. 174.11 Section 174.11... TREASURY (CONTINUED) PROTESTS Protests § 174.11 Matters subject to protest. The following decisions of CBP... administrative decisions involving the following subject matters are subject to protest: (1) The appraised value...

19 CFR 174.11 - Matters subject to protest.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 19 Customs Duties 2 2012-04-01 2012-04-01 false Matters subject to protest. 174.11 Section 174.11... TREASURY (CONTINUED) PROTESTS Protests § 174.11 Matters subject to protest. The following decisions of CBP... administrative decisions involving the following subject matters are subject to protest: (1) The appraised value...

Implications of John Dewey's and Lev Vygotsky's Theoretical Frameworks for the Teaching and Learning of 10th Grade Geometric Proofs.

ERIC Educational Resources Information Center

Vavilis, Bob

The life work of both John Dewey and Lev Vygotsky and the implications for pedagogy that each of the theorist's work has generated is well known in the field of education. However, it is seldom that the theorists' works are juxtaposed for pedagogical considerations for specific subject matter. This is for at least three reasons: first, Dewey, of…

Genetic Pedagogical Content Knowledge (PCK) Ability Profile of Prospective Biology Teacher

NASA Astrophysics Data System (ADS)

Purwianingsih, W.; Muthmainnah, E.; Hidayat, T.

2017-02-01

Genetics is one of the topics or subject matter in biology that are considered difficult. Student difficulties of understanding genetics, can be caused by lack of understanding this concept and the way of teachers teach. Pedagogical Content Knowledge (PCK) is a way to understand the complex relationships between teaching and content taught through the use of specific teaching approaches. The aims of study was to analyze genetic PCK ability profile of prospective biology teacher.13 student of sixth semester Biology education department who learned Kapita Selekta Biologi SMA course, participated in this study. PCK development was measured by CoRes (Content Representation). Before students fill CoRes, students are tested mastery genetic concepts through a multiple-choice test with three tier-test. Data was obtained from the prior CoRes and its revisions, as well as the mastery concept in pre and post test. Results showed that pre-test of genetic mastery concepts average on 55.4% (low category) and beginning of the writing CoRes, student get 43.2% (Pra PCK). After students get lecture and simulating learning, the post-test increased to 63.8% (sufficient category) and PCK revision is also increase 58.1% (growing PCK). It can be concluded that mastery of subject matter could affects the ability of genetic PCK.

Why Bother with the Scholarship of Teaching and Learning?

ERIC Educational Resources Information Center

Draeger, John

2013-01-01

This paper argues that the scholarship of teaching and learning (SoTL) matters on at least six interrelated levels. First, SoTL matters because learning matters, and SoTL can help students learn more effectively. Second, it offers professors the tools to more effectively share their disciplinary passions. Third, it offers faculty an avenue for…

OPUS One: An Intelligent Adaptive Learning Environment Using Artificial Intelligence Support

NASA Astrophysics Data System (ADS)

Pedrazzoli, Attilio

2010-06-01

AI based Tutoring and Learning Path Adaptation are well known concepts in e-Learning scenarios today and increasingly applied in modern learning environments. In order to gain more flexibility and to enhance existing e-learning platforms, the OPUS One LMS Extension package will enable a generic Intelligent Tutored Adaptive Learning Environment, based on a holistic Multidimensional Instructional Design Model (PENTHA ID Model), allowing AI based tutoring and adaptation functionality to existing Web-based e-learning systems. Relying on "real time" adapted profiles, it allows content- / course authors to apply a dynamic course design, supporting tutored, collaborative sessions and activities, as suggested by modern pedagogy. The concept presented combines a personalized level of surveillance, learning activity- and learning path adaptation suggestions to ensure the students learning motivation and learning success. The OPUS One concept allows to implement an advanced tutoring approach combining "expert based" e-tutoring with the more "personal" human tutoring function. It supplies the "Human Tutor" with precise, extended course activity data and "adaptation" suggestions based on predefined subject matter rules. The concept architecture is modular allowing a personalized platform configuration.

A brief review of augmented reality science learning

NASA Astrophysics Data System (ADS)

Gopalan, Valarmathie; Bakar, Juliana Aida Abu; Zulkifli, Abdul Nasir

2017-10-01

This paper reviews several literatures concerning the theories and model that could be applied for science motivation for upper secondary school learners (16-17 years old) in order to make the learning experience more amazing and useful. The embedment of AR in science could bring an awe-inspiring transformation on learners' viewpoint towards the respective subject matters. Augmented Reality is able to present the real and virtual learning experience with the addition of multiple media without replacing the real environment. Due to the unique feature of AR, it attracts the mass attention of researchers to implement AR in science learning. This impressive technology offers learners with the ultimate visualization and provides an astonishing and transparent learning experience by bringing to light the unseen perspective of the learning content. This paper will attract the attention of researchers in the related field as well as academicians in the related discipline. This paper aims to propose several related theoretical guidance that could be applied in science motivation to transform the learning in an effective way.

Neonatal Brain Abnormalities and Memory and Learning Outcomes at 7 Years in Children Born Very Preterm

PubMed Central

Omizzolo, Cristina; Scratch, Shannon E; Stargatt, Robyn; Kidokoro, Hiroyuki; Thompson, Deanne K; Lee, Katherine J; Cheong, Jeanie; Neil, Jeffrey; Inder, Terrie E; Doyle, Lex W; Anderson, Peter J

2014-01-01

Using prospective longitudinal data from 198 very preterm and 70 full term children, this study characterised the memory and learning abilities of very preterm children at 7 years of age in both verbal and visual domains. The relationship between the extent of brain abnormalities on neonatal magnetic resonance imaging (MRI) and memory and learning outcomes at 7 years of age in very preterm children was also investigated. Neonatal MRI scans were qualitatively assessed for global, white-matter, cortical grey-matter, deep grey-matter, and cerebellar abnormalities. Very preterm children performed less well on measures of immediate memory, working memory, long-term memory, and learning compared with term born controls. Neonatal brain abnormalities, and in particular deep grey matter abnormality, were associated with poorer memory and learning performance at 7 years in very preterm children, especially global, white-matter, grey-matter and cerebellar abnormalities. Findings support the importance of cerebral neonatal pathology for predicting later memory and learning function. PMID:23805915

45 CFR 703.3 - Scope of subject matter.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 3 2013-10-01 2013-10-01 false Scope of subject matter. 703.3 Section 703.3... AND FUNCTIONS OF STATE ADVISORY COMMITTEES § 703.3 Scope of subject matter. The scope of the subject matter to be dealt with by Advisory Committees shall be those subjects of inquiry or study with which the...

45 CFR 703.3 - Scope of subject matter.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 3 2010-10-01 2010-10-01 false Scope of subject matter. 703.3 Section 703.3... AND FUNCTIONS OF STATE ADVISORY COMMITTEES § 703.3 Scope of subject matter. The scope of the subject matter to be dealt with by Advisory Committees shall be those subjects of inquiry or study with which the...

45 CFR 703.3 - Scope of subject matter.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 3 2014-10-01 2014-10-01 false Scope of subject matter. 703.3 Section 703.3... AND FUNCTIONS OF STATE ADVISORY COMMITTEES § 703.3 Scope of subject matter. The scope of the subject matter to be dealt with by Advisory Committees shall be those subjects of inquiry or study with which the...

45 CFR 703.3 - Scope of subject matter.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 3 2011-10-01 2011-10-01 false Scope of subject matter. 703.3 Section 703.3... AND FUNCTIONS OF STATE ADVISORY COMMITTEES § 703.3 Scope of subject matter. The scope of the subject matter to be dealt with by Advisory Committees shall be those subjects of inquiry or study with which the...

45 CFR 703.3 - Scope of subject matter.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 3 2012-10-01 2012-10-01 false Scope of subject matter. 703.3 Section 703.3... AND FUNCTIONS OF STATE ADVISORY COMMITTEES § 703.3 Scope of subject matter. The scope of the subject matter to be dealt with by Advisory Committees shall be those subjects of inquiry or study with which the...

Second Graders' Emerging Particle Models of Matter in the Context of Learning through Model-Based Inquiry

ERIC Educational Resources Information Center

Samarapungavan, Ala; Bryan, Lynn; Wills, Jamison

2017-01-01

In this paper, we present a study of second graders' learning about the nature of matter in the context of content-rich, model-based inquiry instruction. The goal of instruction was to help students learn to use simple particle models to explain states of matter and phase changes. We examined changes in students' ideas about matter, the coherence…

Using Learning Analytics to Enhance Student Learning in Online Courses Based on Quality Matters Standards

ERIC Educational Resources Information Center

Martin, Florence; Ndoye, Abdou; Wilkins, Patricia

2016-01-01

Quality Matters is recognized as a rigorous set of standards that guide the designer or instructor to design quality online courses. We explore how Quality Matters standards guide the identification and analysis of learning analytics data to monitor and improve online learning. Descriptive data were collected for frequency of use, time spent, and…

Collaborative learning in pre-clinical dental hygiene education.

PubMed

Mueller-Joseph, Laura J; Nappo-Dattoma, Luisa

2013-04-01

Dental hygiene education continues to move beyond mastery of content material and skill development to learning concepts that promote critical-thinking and problem-solving skills. The purpose of this research was to evaluate the effectiveness of collaborative learning and determine the growth in intellectual development of 54 first-year dental hygiene students. The control group used traditional pre-clinical teaching and the experimental group used collaborative pedagogy for instrument introduction. All students were subjected to a post-test evaluating their ability to apply the principles of instrumentation. Intellectual development was determined using pre- and post-tests based on the Perry Scheme of Intellectual Development. Student attitudes were assessed using daily Classroom Assessment Activities and an end-of-semester departmental course evaluation. Findings indicated no significant difference between collaborative learning and traditional learning in achieving pre-clinical competence as evidenced by the students' ability to apply the principles of instrumentation. Advancement in intellectual development did not differ significantly between groups. Value added benefits of a collaborative learning environment as identified by the evaluation of student attitudes included decreased student reliance on authority, recognition of peers as legitimate sources of learning and increased self-confidence. A significant difference in student responses to daily classroom assessments was evident on the 5 days a collaborative learning environment was employed. Dental hygiene students involved in a pre-clinical collaborative learning environment are more responsible for their own learning and tend to have a more positive attitude toward the subject matter. Future studies evaluating collaborative learning in clinical dental hygiene education need to investigate the cost/benefit ratio of the value added outcomes of collaborative learning.

Fronto-temporal white matter connectivity predicts reversal learning errors

PubMed Central

Alm, Kylie H.; Rolheiser, Tyler; Mohamed, Feroze B.; Olson, Ingrid R.

2015-01-01

Each day, we make hundreds of decisions. In some instances, these decisions are guided by our innate needs; in other instances they are guided by memory. Probabilistic reversal learning tasks exemplify the close relationship between decision making and memory, as subjects are exposed to repeated pairings of a stimulus choice with a reward or punishment outcome. After stimulus–outcome associations have been learned, the associated reward contingencies are reversed, and participants are not immediately aware of this reversal. Individual differences in the tendency to choose the previously rewarded stimulus reveal differences in the tendency to make poorly considered, inflexible choices. Lesion studies have strongly linked reversal learning performance to the functioning of the orbitofrontal cortex, the hippocampus, and in some instances, the amygdala. Here, we asked whether individual differences in the microstructure of the uncinate fasciculus, a white matter tract that connects anterior and medial temporal lobe regions to the orbitofrontal cortex, predict reversal learning performance. Diffusion tensor imaging and behavioral paradigms were used to examine this relationship in 33 healthy young adults. The results of tractography revealed a significant negative relationship between reversal learning performance and uncinate axial diffusivity, but no such relationship was demonstrated in a control tract, the inferior longitudinal fasciculus. Our findings suggest that the uncinate might serve to integrate associations stored in the anterior and medial temporal lobes with expectations about expected value based on feedback history, computed in the orbitofrontal cortex. PMID:26150776

A Classroom Learning Cycle: Using Diagrams to Classify Matter.

ERIC Educational Resources Information Center

James, Helen J.; Nelson, Samuel L.

1981-01-01

A learning cycle involves the active participation of students in exploration, invention, and application phases. Describes one such learning cycle dealing with classification of matter and designed to provide students with an understanding of the terms: atom, molecule, element, compound, solution, and heterogeneous matter. (Author/JN)

Verbal learning in the context of background music: no influence of vocals and instrumentals on verbal learning

PubMed Central

2014-01-01

Background Whether listening to background music enhances verbal learning performance is still a matter of dispute. In this study we investigated the influence of vocal and instrumental background music on verbal learning. Methods 226 subjects were randomly assigned to one of five groups (one control group and 4 experimental groups). All participants were exposed to a verbal learning task. One group served as control group while the 4 further groups served as experimental groups. The control group learned without background music while the 4 experimental groups were exposed to vocal or instrumental musical pieces during learning with different subjective intensity and valence. Thus, we employed 4 music listening conditions (vocal music with high intensity: VOC_HIGH, vocal music with low intensity: VOC_LOW, instrumental music with high intensity: INST_HIGH, instrumental music with low intensity: INST_LOW) and one control condition (CONT) during which the subjects learned the word lists. Since it turned out that the high and low intensity groups did not differ in terms of the rated intensity during the main experiment these groups were lumped together. Thus, we worked with 3 groups: one control group and two groups, which were exposed to background music (vocal and instrumental) during verbal learning. As dependent variable, the number of learned words was used. Here we measured immediate recall during five learning sessions (recall 1 – recall 5) and delayed recall for 15 minutes (recall 6) and 14 days (recall 7) after the last learning session. Results Verbal learning improved during the first 5 recall sessions without any strong difference between the control and experimental groups. Also the delayed recalls were similar for the three groups. There was only a trend for attenuated verbal learning for the group passively listened to vocals. This learning attenuation diminished during the following learning sessions. Conclusions The exposure to vocal or instrumental background music during encoding did not influence verbal learning. We suggest that the participants are easily able to cope with this background stimulation by ignoring this information channel in order to focus on the verbal learning task. PMID:24670048

Measuring the development of conceptual understanding in chemistry

NASA Astrophysics Data System (ADS)

Claesgens, Jennifer Marie

The purpose of this dissertation research is to investigate and characterize how students learn chemistry from pre-instruction to deeper understanding of the subject matter in their general chemistry coursework. Based on preliminary work, I believe that students have a general pathway of learning across the "big ideas," or concepts, in chemistry that can be characterized over the course of instruction. My hypothesis is that as students learn chemistry they build from experience and logical reasoning then relate chemistry specific ideas in a pair-wise fashion before making more complete multi-relational links for deeper understanding of the subject matter. This proposed progression of student learning, which starts at Notions, moves to Recognition, and then to Formulation, is described in the ChemQuery Perspectives framework. My research continues the development of ChemQuery, an NSF-funded assessment system that uses a framework of the key ideas in the discipline and criterion-referenced analysis using item response theory (IRT) to map student progress. Specifially, this research investigates the potential for using criterion-referenced analysis to describe and measure how students learn chemistry followed by more detailed task analysis of patterns in student responses found in the data. My research question asks: does IRT work to describe and measure how students learn chemistry and if so, what is discovered about how students learn? Although my findings seem to neither entirely support nor entirely refute the pathway of student understanding proposed in the ChemQuery Perspectives framework. My research does provide an indication of trouble spots. For example, it seems like the pathway from Notions to Recognition is holding but there are difficulties around the transition from Recognition to Formulation that cannot be resolved with this data. Nevertheless, this research has produced the following, which has contributed to the development of the ChemQuery assessment system, (a) 13 new change items with good fits, 3 new change items that need further study, (b) a refined scoring guide and (c) a set of item exemplars that can then be developed further into a computer-adapted model so that more data can be captured.

Decreasing Cognitive Load for Novice EFL Learners: Effects of Question and Descriptive Advance Organizers in Facilitating EFL Learners' Comprehension of an Animation-Based Content Lesson

ERIC Educational Resources Information Center

Lin, Huifen; Chen, Tsuiping

2006-01-01

Cognitive load can be defined as the amount of mental effort that performing a specific task imposes on a learner's cognitive system. It can be measured by the number of new concepts embedded in a learning task. English as a Foreign Language (EFL) learners, with their limited English proficiency and minimal entry knowledge of a subject matter,…

Balancing High Quality Subject-Matter Instruction with Positive Teacher-Student Relations in the Middle Grades: Effects of Departmentalization, Tracking and Block Scheduling on Learning Environments. Report No. 15.

ERIC Educational Resources Information Center

McPartland, James M.

This study tests the general hypothesis that there is no single best way to organize a middle school to meet the variety of needs of early adolescent students. Using data from a sample of 433 schools in the Pennsylvania Educational Quality Assessment, it examines the effects of self-contained classroom instruction and departmentalization on two…

Pre-Service Career and Technical Education Teachers' Perceptions of Their Subject Matter and Learning to Teach It: An Action Research Study

ERIC Educational Resources Information Center

Green, Jeffrey M.

2012-01-01

Our nation's public schools have been given the task of preparing our students for success in college as well as future careers. Determining how to best prepare future teachers is not an easy task, and the current state of public education has had an impact on what it takes to be a successful teacher. Involving pre-service career and…

Lessons from Outreach: What works; what doesn't

NASA Astrophysics Data System (ADS)

Sadler, Philip M.

2011-05-01

Outreach to teachers in the form of professional development can help to inform college instructors as to the effectiveness of methods aimed at increasing subject matter and pedagogical content knowledge. College faculty employ a wide range of activities in summer institute programs, often in all-day, residential programs. Comparing such immersion experiences can tell us quite a bit about learning using a variety of systematic approaches to teaching physics and astronomy under ideal conditions.

Lockheed Martin Missiles and Fire Control’s (MFC) Ascent to Greatness: Perspectives of a SECDEF Fellow

DTIC Science & Technology

2008-04-01

and has approximately 2,000 courses available. This collaborative and exceedingly effective learning environment is supported by ancillary tools and...responsive subject-matter-experts to help leaders and employees grow and become more effective . MFC has six leadership development programs commensurate...concept; hence, keeping the company viable and strong for the foreseeable future, by sticking to its core and not chasing fads or jumping on

The Effects of Seductive Details on Recognition Tests and Transfer Tasks

DTIC Science & Technology

2008-06-01

Mayer, R. E., Bove, W., Bryman , A ., Mars, R., & Tapangco, L. (1996). When less is more: Meaningful learning from visual and verbal summaries of textbook...unlimited. 20080709 276 U.S. Army Research Institute for the Behavioral and Social Sciences A Directorate of the Department of the Army Deputy Chief...unlimited. 13. SUPPLEMENTARY NOTES Contractor Officer’s Representative and Subject Matter POC: Dr. Paul A . Gade 14. ABSTRACT (Maximum 200 words): This

The effect of multiple intelligence-based learning towards students’ concept mastery and interest in learning matter

NASA Astrophysics Data System (ADS)

Pratiwi, W. N.; Rochintaniawati, D.; Agustin, R. R.

2018-05-01

This research was focused on investigating the effect of multiple intelligence -based learning as a learning approach towards students’ concept mastery and interest in learning matter. The one-group pre-test - post-test design was used in this research towards a sample which was according to the suitable situation of the research sample, n = 13 students of the 7th grade in a private school in Bandar Seri Begawan. The students’ concept mastery was measured using achievement test and given at the pre-test and post-test, meanwhile the students’ interest level was measured using a Likert Scale for interest. Based on the analysis of the data, the result shows that the normalized gain was .61, which was considered as a medium improvement. in other words, students’ concept mastery in matter increased after being taught using multiple intelligence-based learning. The Likert scale of interest shows that most students have a high interest in learning matter after being taught by multiple intelligence-based learning. Therefore, it is concluded that multiple intelligence – based learning helped in improving students’ concept mastery and gain students’ interest in learning matter.

Incorporating Service Learning into the Introductory Astronomy Course

NASA Astrophysics Data System (ADS)

Mukherjee, K.

2002-05-01

The introductory Astronomy course can be enriched by adding a service learning component to it. This enables students to interact with and educate the general public about matters of outer space. At Slippery Rock University we have incorporated this idea into our Astronomy and Space Science courses. Working in groups, the students do a presentation which is often interdisciplinary. Frequently the department gets requests from schools to do a show specifically tailored to a topic like the solar system or constellations. Such projects are beneficial to students in many ways. They demand a thorough knowledge of the subject matter so as to communicate to the audience in a clear and nontechnical manner. The students also experience first hand the difficulties involved in coordinating a group effort. They learn to take responsibility for their allocated part and how to combine effectively to make the entire show a success. Interacting with various age groups demands a versatility in planning content and public speaking skills not easily available elsewhere in a traditional education. Our planetarium facilities help in attracting diverse audiences from preschoolers to senior citizens. Performance in these shows constitutes twenty five percent of course grade. Feedback from audience groups helps refine future shows by subsequent student cohorts.

Effects of white matter lesions on brain perfusion in patients with mild cognitive impairment.

PubMed

Ishibashi, Masato; Kimura, Noriyuki; Aso, Yasuhiro; Matsubara, Etsuro

2018-05-01

To evaluate the effects of white matter lesions on regional cerebral blood flow in subjects with amnestic mild cognitive impairment. Seventy-five subjects with mild cognitive impairment (36 men and 39 women; mean age, 78.1 years) were included in the study. We used the Mini-Mental State Examination to assess cognitive function. All subjects underwent brain magnetic resonance imaging and 99m Tc ethylcysteinate dimer single photon emission computed tomography. Subjects were stratified based on the presence or absence of white matter lesions on magnetic resonance imaging. Statistical parametric mapping of differences in regional cerebral blood flow between the two groups were assessed by voxel-by-voxel group analysis using SPM8. Of all 75 subjects with mild cognitive impairment, 46 (61.3%) had mild to moderate white matter lesions. The prevalence of hypertension tended to be higher in subjects with white matter lesions than in those without white matter lesions. Mini-Mental State Examination scores were significantly lower in subjects with white matter lesions than in those without white matter lesions. Subjects with white matter lesions had decreased regional cerebral blood flow mainly in the frontal, parietal, and medial temporal lobes, as well as the putamen, compared to those without white matter lesions. In subjects with mild cognitive impairment, white matter lesions were associated with cognitive impairment and mainly frontal lobe brain function. Copyright © 2018 Elsevier B.V. All rights reserved.

Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning

NASA Astrophysics Data System (ADS)

Haefner, Leigh Ann; Zembal-Saul, Carla

This study examined prospective elementary teachers' learning about scientific inquiry in the context of an innovative life science course. Research questions included: (1) What do prospective elementary teachers learn about scientific inquiry within the context of the course? and (2) In what ways do their experiences engaging in science investigations and teaching inquiry-oriented science influence prospective elementary teachers' understanding of science and science learning and teaching? Eleven prospective elementary teachers participated in this qualitative, multi-participant case study. Constant comparative analysis strategies attempted to build abstractions and explanations across participants around the constructs of the study. Findings suggest that engaging in scientific inquiry supported the development more appropriate understandings of science and scientific inquiry, and that prospective teachers became more accepting of approaches to teaching science that encourage children's questions about science phenomena. Implications include careful consideration of learning experiences crafted for prospective elementary teachers to support the development of robust subject matter knowledge.

The potential of the inventory of learning styles to study students' learning patterns in three types of medical curricula.

PubMed

Van der Veken, J; Valcke, M; Muijtjens, A; De Maeseneer, J; Derese, A

2008-01-01

Introducing innovative curricular designs can be evaluating by scrutinizing the learning patterns students use. Studying the potential of Vermunt's Inventory of Learning Styles (ILS) in detecting differences in student learning patterns in different medical curricula. Cross-sectional between-subjects comparison of ILS-scores in third-year medical students in a conventional, an integrated contextual and a PBL-curriculum using one-way post hoc ANOVA. Response rate was 85%: 197 conventional, 130 integrated contextual and 301 PBL students. The results show a differential impact from the three curricula. In relation to processing strategies, the students in the problem-based curriculum showed less rote learning and rehearsing, greater variety in sources of knowledge used and less ability to express study content in a personal manner than did the students in the conventional curriculum. The students of the integrated contextual curriculum showed more structuring of subject matter by integrating different aspects into a whole. In relation to regulation strategies, the students in the problem-based curriculum showed significantly more self-regulation of learning content and the students in the integrated contextual curriculum showed lower levels of regulation. As to learning orientations, the students in the problem-based curriculum showed less ambivalence and the students of the conventional curriculum were less vocationally oriented. The study provides empirical support for expected effects of traditional and innovative curricula which thus far were not well supported by empirical studies.

Teaching about ozone layer depletion in Turkey: pedagogical content knowledge of science teachers.

PubMed

Bozkurt, Orçun; Kaya, Osman Nafiz

2008-04-01

The purpose of this study was to investigate the pedagogical content knowledge of Prospective Science Teachers (PSTs) on the topic of "ozone layer depletion." In order to explore PSTs' subject matter knowledge on ozone layer depletion, they were given a form of multiple-choice test where they needed to write the reasons behind their answers. This test was completed by 140 PSTs in their final year at the College of Education. Individual interviews were carried out with 42 randomly selected PSTs to determine their pedagogical knowledge about ozone layer depletion. Data were obtained from the study which indicate that the PSTs did not have adequate subject matter and pedagogical knowledge to teach the topic of ozone layer depletion to middle school students. It was also evident that the PSTs held various misconceptions related to ozone layer depletion. PSTs' inadequate pedagogical knowledge was found in the areas of the curriculum, learning difficulties of students, and instructional strategies and activities. This study provides some pedagogical implications for the training of science teachers.

CosmoAcademy Training and Certification for Scientists and Engineers

NASA Astrophysics Data System (ADS)

Noel-Storr, Jacob; Buxner, Sanlyn; Grier, Jennifer A.; Gay, Pamela L.; CosmoQuest Team

2016-10-01

CosmoQuest is a virtual research facility bringing together scientists, citizens, and learners of all ages. CosmoQuest offers classes, training, and learning opportunities online through CosmoAcademy, offering opportunities for all kinds of learners to become more connected to the science of the Universe. In this poster we describe CosmoAcademy opportunities for Subject Matter Experts (SMEs), scientists and engineers who are interested in broadening their impact of their work by providing learning opportunities for those outside of the scientific community. CosmoAcademy offers SME programs at a variety of levels and across a variety of topics in formal and informal education and outreach -- ranging from sharing the results of your work on social media, through delivering an online class series, to partnering with teachers and schools. SMEs may combine sequences of training to earn certification at various levels for their participation in the CosmoAcademy programs. SMEs who have been trained may also apply to teach CosmoAcademy classes for the community on subjects of their expertise to build a rich and engaging learning resource for members of society who wish to understand more about the Universe.

Target size matters: target errors contribute to the generalization of implicit visuomotor learning.

PubMed

Reichenthal, Maayan; Avraham, Guy; Karniel, Amir; Shmuelof, Lior

2016-08-01

The process of sensorimotor adaptation is considered to be driven by errors. While sensory prediction errors, defined as the difference between the planned and the actual movement of the cursor, drive implicit learning processes, target errors (e.g., the distance of the cursor from the target) are thought to drive explicit learning mechanisms. This distinction was mainly studied in the context of arm reaching tasks where the position and the size of the target were constant. We hypothesize that in a dynamic reaching environment, where subjects have to hit moving targets and the targets' dynamic characteristics affect task success, implicit processes will benefit from target errors as well. We examine the effect of target errors on learning of an unnoticed perturbation during unconstrained reaching movements. Subjects played a Pong game, in which they had to hit a moving ball by moving a paddle controlled by their hand. During the game, the movement of the paddle was gradually rotated with respect to the hand, reaching a final rotation of 25°. Subjects were assigned to one of two groups: The high-target error group played the Pong with a small ball, and the low-target error group played with a big ball. Before and after the Pong game, subjects performed open-loop reaching movements toward static targets with no visual feedback. While both groups adapted to the rotation, the postrotation reaching movements were directionally biased only in the small-ball group. This result provides evidence that implicit adaptation is sensitive to target errors. Copyright © 2016 the American Physiological Society.

Pedagogical underpinnings of computer-based learning.

PubMed

Adams, Audrey M

2004-04-01

E-learning is becoming increasingly incorporated into educational programmes. Digital materials usually require a lot of investment in terms of time, money and human resources. With advances in technology, delivery of content has much improved in terms of multimedia elements. However, often only low-level learning is achieved as a result of using these materials. The purpose of this article is to give a comprehensive overview of some of the most important issues to consider when incorporating e-learning into educational programmes. Computer-based learning has three components: hardware, software and 'underware', the pedagogy that underpins its development. The latter is the most important, as the approach adopted will influence the creation of computer-based learning materials and determine the way in which students engage with subject matter. Teachers are responsible for the quality of their courses and have a vital role in helping to develop the most appropriate electronic learning activities that will facilitate students to acquire the knowledge and skills necessary for clinical practice. Therefore, they need to have an awareness of what contributes to educationally effective, computer-based learning materials.

Problem Posing with Realistic Mathematics Education Approach in Geometry Learning

NASA Astrophysics Data System (ADS)

Mahendra, R.; Slamet, I.; Budiyono

2017-09-01

One of the difficulties of students in the learning of geometry is on the subject of plane that requires students to understand the abstract matter. The aim of this research is to determine the effect of Problem Posing learning model with Realistic Mathematics Education Approach in geometry learning. This quasi experimental research was conducted in one of the junior high schools in Karanganyar, Indonesia. The sample was taken using stratified cluster random sampling technique. The results of this research indicate that the model of Problem Posing learning with Realistic Mathematics Education Approach can improve students’ conceptual understanding significantly in geometry learning especially on plane topics. It is because students on the application of Problem Posing with Realistic Mathematics Education Approach are become to be active in constructing their knowledge, proposing, and problem solving in realistic, so it easier for students to understand concepts and solve the problems. Therefore, the model of Problem Posing learning with Realistic Mathematics Education Approach is appropriately applied in mathematics learning especially on geometry material. Furthermore, the impact can improve student achievement.

A comparative study of middle school and high school students' views about physics and learning physics

NASA Astrophysics Data System (ADS)

Ding, Lin

2013-01-01

Previous studies of student epistemological beliefs about physics and learning physics focused on college and post-college students in Western countries. However, little is known about early-grade students in Asian countries. This paper reports Chinese middle and high school students' views about the nature of physics and learning physics, measured by the Colorado Learning Attitudes Survey about Science (CLASS). Two variables—school level and gender—are examined for a series of comparative analyses. Results show that although middle school students received fewer years of education in physics, they demonstrated more expert-like conceptions about this subject matter than high school students. Also, male students in general exhibited more expert-like views than their female counterparts. While such a gender difference remained constant across both middle and high schools, for the most part it was a small-size difference.

From anatomical 'competence' to complex capability. The views and experiences of UK tutors on how we should teach anatomy to medical students.

PubMed

Regan de Bere, Sam; Mattick, Karen

2010-10-01

Developments in clinical education have recently challenged the identity of anatomy teaching and learning, leading to high profile debate over the potential implications for the competence levels of new doctors. However, the emphasis remains on methods of teaching, rather than a review of what well-rounded anatomical learning actually entails, and how teaching can address contemporary learning needs. This paper identifies and addresses some of these issues, drawing on expert views captured in qualitative research with anatomy tutors at twenty different medical schools in the UK. Three main themes emerging from our analysis are described: anatomy as a subject matter, the challenges of teaching or learning anatomy, and the use of teaching methods. We also detail how inductive analysis generated new hypotheses worthy of further consideration. These fall into two key categories: (1) improving anatomy curriculum design and (2) advancing anatomy education research.

In Respect to the Cognitive Load Theory: Adjusting Instructional Guidance with Student Expertise.

PubMed

Schilling, Jim

2017-01-01

The amount of guidance supplied by educators to students in allied health programs is a factor in student learning. According to the cognitive load theory of learning, without adequate instructional support, novice learners will be overwhelmed and unable to store information, while unnecessary guidance supplied to advanced students will cause extraneous cognitive load on the working memory system. Adjusting instructional guidance for students according to their level of expertise to minimize extraneous cognitive load and optimize working memory storage capacity will enhance learning effectiveness. Novice students presented with complex subject matter require significant guidance during the initial stages, using strategies such as worked examples. As students comprehend information, instructional guidance needs to gradually fade to avoid elevated extraneous cognitive load from the expertise reversal effect. An instructional strategy that utilizes a systemic (fixed) or adjustable (adaptive) tapering of guidance to students in allied health programs depending on their expertise will optimize learning capability.

Development of plant anatomy teaching material based on palynological studies of pollen impacted by the haze of Hibiscus rosa-sinensis

NASA Astrophysics Data System (ADS)

Desti

2018-05-01

The research about palynological study of pollen impacted by the haze of Hibiscus rosa-sinensis from Riau Province and its development as a teaching material for plant anatomy has been conducted in Biology Laboratory of Islamic University of Riau. The objective of this research is to find out of the pollen morphology of H. rosa-sinensis and the result of this study developed for teaching materials for plant anatomy subject. The method is descriptive. The analysis data used descriptive qualitative. The result showed that pollen has several characteristics which can be observed which is impacted by the haze. Pollen was observed is single pollen type, spheroidal sarcoid, polyphenoporate aperture type and exterior ornament. From result of research can be concluded that there is difference of pollen analysis between plant observed. Implication of research results in learning in the form of teaching materials for Plant Anatomy subject. Based on the validation results, it is known that the teaching materials that have been prepared can be used in the learning with percentage level achievement of 90.91% for teaching materials. The subject matter of Plant Anatomy which has been prepared based on the research result can be used in the learning process

A Bayesian Machine Learning Model for Estimating Building Occupancy from Open Source Data

DOE PAGES

Stewart, Robert N.; Urban, Marie L.; Duchscherer, Samantha E.; ...

2016-01-01

Understanding building occupancy is critical to a wide array of applications including natural hazards loss analysis, green building technologies, and population distribution modeling. Due to the expense of directly monitoring buildings, scientists rely in addition on a wide and disparate array of ancillary and open source information including subject matter expertise, survey data, and remote sensing information. These data are fused using data harmonization methods which refer to a loose collection of formal and informal techniques for fusing data together to create viable content for building occupancy estimation. In this paper, we add to the current state of the artmore » by introducing the Population Data Tables (PDT), a Bayesian based informatics system for systematically arranging data and harmonization techniques into a consistent, transparent, knowledge learning framework that retains in the final estimation uncertainty emerging from data, expert judgment, and model parameterization. PDT probabilistically estimates ambient occupancy in units of people/1000ft2 for over 50 building types at the national and sub-national level with the goal of providing global coverage. The challenge of global coverage led to the development of an interdisciplinary geospatial informatics system tool that provides the framework for capturing, storing, and managing open source data, handling subject matter expertise, carrying out Bayesian analytics as well as visualizing and exporting occupancy estimation results. We present the PDT project, situate the work within the larger community, and report on the progress of this multi-year project.Understanding building occupancy is critical to a wide array of applications including natural hazards loss analysis, green building technologies, and population distribution modeling. Due to the expense of directly monitoring buildings, scientists rely in addition on a wide and disparate array of ancillary and open source information including subject matter expertise, survey data, and remote sensing information. These data are fused using data harmonization methods which refer to a loose collection of formal and informal techniques for fusing data together to create viable content for building occupancy estimation. In this paper, we add to the current state of the art by introducing the Population Data Tables (PDT), a Bayesian model and informatics system for systematically arranging data and harmonization techniques into a consistent, transparent, knowledge learning framework that retains in the final estimation uncertainty emerging from data, expert judgment, and model parameterization. PDT probabilistically estimates ambient occupancy in units of people/1000 ft 2 for over 50 building types at the national and sub-national level with the goal of providing global coverage. The challenge of global coverage led to the development of an interdisciplinary geospatial informatics system tool that provides the framework for capturing, storing, and managing open source data, handling subject matter expertise, carrying out Bayesian analytics as well as visualizing and exporting occupancy estimation results. We present the PDT project, situate the work within the larger community, and report on the progress of this multi-year project.« less

Separating generalized anxiety disorder from major depression using clinical, hormonal, and structural MRI data: A multimodal machine learning study.

PubMed

Hilbert, Kevin; Lueken, Ulrike; Muehlhan, Markus; Beesdo-Baum, Katja

2017-03-01

Generalized anxiety disorder (GAD) is difficult to recognize and hard to separate from major depression (MD) in clinical settings. Biomarkers might support diagnostic decisions. This study used machine learning on multimodal biobehavioral data from a sample of GAD, MD and healthy subjects to differentiate subjects with a disorder from healthy subjects (case-classification) and to differentiate GAD from MD (disorder-classification). Subjects with GAD ( n  = 19), MD without GAD ( n  = 14), and healthy comparison subjects ( n  = 24) were included. The sample was matched regarding age, sex, handedness and education and free of psychopharmacological medication. Binary support vector machines were used within a nested leave-one-out cross-validation framework. Clinical questionnaires, cortisol release, gray matter (GM), and white matter (WM) volumes were used as input data separately and in combination. Questionnaire data were well-suited for case-classification but not disorder-classification (accuracies: 96.40%, p  < .001; 56.58%, p  > .22). The opposite pattern was found for imaging data (case-classification GM/WM: 58.71%, p  = .09/43.18%, p  > .66; disorder-classification GM/WM: 68.05%, p  = .034/58.27%, p  > .15) and for cortisol data (38.02%, p  = .84; 74.60%, p  = .009). All data combined achieved 90.10% accuracy ( p  < .001) for case-classification and 67.46% accuracy ( p  = .0268) for disorder-classification. In line with previous evidence, classification of GAD was difficult using clinical questionnaire data alone. Particularly cortisol and GM volume data were able to provide incremental value for the classification of GAD. Findings suggest that neurobiological biomarkers are a useful target for further research to delineate their potential contribution to diagnostic processes.

Body-Machine Interfaces after Spinal Cord Injury: Rehabilitation and Brain Plasticity.

PubMed

Seáñez-González, Ismael; Pierella, Camilla; Farshchiansadegh, Ali; Thorp, Elias B; Wang, Xue; Parrish, Todd; Mussa-Ivaldi, Ferdinando A

2016-12-19

The purpose of this study was to identify rehabilitative effects and changes in white matter microstructure in people with high-level spinal cord injury following bilateral upper-extremity motor skill training. Five subjects with high-level (C5-C6) spinal cord injury (SCI) performed five visuo-spatial motor training tasks over 12 sessions (2-3 sessions per week). Subjects controlled a two-dimensional cursor with bilateral simultaneous movements of the shoulders using a non-invasive inertial measurement unit-based body-machine interface. Subjects' upper-body ability was evaluated before the start, in the middle and a day after the completion of training. MR imaging data were acquired before the start and within two days of the completion of training. Subjects learned to use upper-body movements that survived the injury to control the body-machine interface and improved their performance with practice. Motor training increased Manual Muscle Test scores and the isometric force of subjects' shoulders and upper arms. Moreover, motor training increased fractional anisotropy (FA) values in the cingulum of the left hemisphere by 6.02% on average, indicating localized white matter microstructure changes induced by activity-dependent modulation of axon diameter, myelin thickness or axon number. This body-machine interface may serve as a platform to develop a new generation of assistive-rehabilitative devices that promote the use of, and that re-strengthen, the motor and sensory functions that survived the injury.

Structural white matter differences underlying heterogeneous learning abilities after TBI.

PubMed

Chiou, Kathy S; Genova, Helen M; Chiaravalloti, Nancy D

2016-12-01

The existence of learning deficits after traumatic brain injury (TBI) is generally accepted; however, our understanding of the structural brain mechanisms underlying learning impairment after TBI is limited. Furthermore, our understanding of learning after TBI is often at risk for overgeneralization, as research often overlooks within sample heterogeneity in learning abilities. The present study examined differences in white matter integrity in a sample of adults with moderate to severe TBI who differed in learning abilities. Adults with moderate to severe TBI were grouped into learners and non-learners based upon achievement of the learning criterion of the open-trial Selective Reminding Test (SRT). Diffusion tensor imaging (DTI) was used to identify white matter differences between the learners and non-learners. Adults with TBI who were able to meet the learning criterion had greater white matter integrity (as indicated by higher fractional anisotropy [FA] values) in the right anterior thalamic radiation, forceps minor, inferior fronto-occipital fasciculus, and forceps minor than non-learners. The results of the study suggest that differences in white matter integrity may explain the observed heterogeneity in learning ability after moderate to severe TBI. This also supports emerging evidence for the involvement of the thalamus in higher order cognition, and the role of thalamo-cortical tracts in connecting functional networks associated with learning.

Bridging Scientific Expertise to Underserved Communities: Initiating and Sustaining Local STEM Outreach

NASA Astrophysics Data System (ADS)

Anderson, Tania; Kenney, Jessica; Maple, John

2017-06-01

This presentation will feature effective outreach strategies used to recruit, engage, and sustain student involvement from underserved communities in out-of-school science outreach programs. For example, one strategy is to partner with subject matter experts to provide your audience with a deeper understanding of and a unique perspective on current science. Join us to learn more about how you can initiate and sustain a STEM based program in your local community.

Teachers and students: Reflections on social control and future performance

PubMed Central

Vargas, Ernest A.; Fraley, Lawrence E.

1984-01-01

To instruct consists of arranging controls between teacher, student, and subject matter. Initial controls must emanate from the teacher since those of the subject matter are minimal, crude, or missing. Teachers mand students to behave in certain ways with respect to a given subject matter. Eventually, however, the teacher must transfer the teacher mediated and managed control of the student to natural controls functioning directly through student interaction with the subject matter. Difficulty in doing this occurs due to the reinforcers for both student and teacher derived from social contact. Nevertheless, the student eventually must be taught to interact with the subject matter independent of teacher involvement if the student is to maintain effective contact with the subject matter beyond the period of formal instruction. PMID:22478606

Strong and Flexible: Developing a Three-Tiered Curriculum for the Regional Central America Field Epidemiology Training Program

PubMed Central

Traicoff, Denise A.; Suarez-Rangel, Gloria; Espinosa-Wilkins, Yescenia; Lopez, Augusto; Diaz, Anaite; Caceres, Victor

2017-01-01

Field Epidemiology Training Programs (FETPs) are recognized worldwide as an effective means to strengthen countries’ capacity in epidemiology, surveillance, and outbreak response. FETPs are field-based, with minimum classroom time and maximum time in the field, providing public health services while participants achieve competency. The Central America FETP (CAFETP) uses a three-level pyramid model: basic, intermediate, and advanced. In 2006, a multidisciplinary team used a methodical process based on adult learning practices to construct a competency-based curriculum for the CAFETP. The curriculum was designed based on the tasks related to disease surveillance and field epidemiology that public health officers would conduct at multiple levels in the system. The team used a design process that engaged subject matter experts and considered the unique perspective of each country. The designers worked backwards from the competencies to define field activities, evaluation methods, and classroom components. The 2006 pyramid curriculum has been accredited for a master’s of science in field epidemiology by the Universidad del Valle de Guatemala and has been adapted by programs around the world. The team found the time and effort spent to familiarize subject matter experts with key adult learning principles was worthwhile because it provided a common framework to approach curriculum design. Early results of the redesigned curriculum indicate that the CAFETP supports consistent quality while allowing for specific country needs. PMID:28702503

49 CFR 1108.3 - Matters subject to arbitration.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 49 Transportation 8 2011-10-01 2011-10-01 false Matters subject to arbitration. 1108.3 Section... STATUTORY JURISDICTION OF THE SURFACE TRANSPORTATION BOARD § 1108.3 Matters subject to arbitration. (a) Any...) Arbitration under these provisions is limited to matters over which the STB has statutory jurisdiction and may...

49 CFR 1108.3 - Matters subject to arbitration.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 49 Transportation 8 2012-10-01 2012-10-01 false Matters subject to arbitration. 1108.3 Section... STATUTORY JURISDICTION OF THE SURFACE TRANSPORTATION BOARD § 1108.3 Matters subject to arbitration. (a) Any...) Arbitration under these provisions is limited to matters over which the STB has statutory jurisdiction and may...

49 CFR 1108.3 - Matters subject to arbitration.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 49 Transportation 8 2010-10-01 2010-10-01 false Matters subject to arbitration. 1108.3 Section... STATUTORY JURISDICTION OF THE SURFACE TRANSPORTATION BOARD § 1108.3 Matters subject to arbitration. (a) Any...) Arbitration under these provisions is limited to matters over which the STB has statutory jurisdiction and may...

Strength of Temporal White Matter Pathways Predicts Semantic Learning.

PubMed

Ripollés, Pablo; Biel, Davina; Peñaloza, Claudia; Kaufmann, Jörn; Marco-Pallarés, Josep; Noesselt, Toemme; Rodríguez-Fornells, Antoni

2017-11-15

Learning the associations between words and meanings is a fundamental human ability. Although the language network is cortically well defined, the role of the white matter pathways supporting novel word-to-meaning mappings remains unclear. Here, by using contextual and cross-situational word learning, we tested whether learning the meaning of a new word is related to the integrity of the language-related white matter pathways in 40 adults (18 women). The arcuate, uncinate, inferior-fronto-occipital and inferior-longitudinal fasciculi were virtually dissected using manual and automatic deterministic fiber tracking. Critically, the automatic method allowed assessing the white matter microstructure along the tract. Results demonstrate that the microstructural properties of the left inferior-longitudinal fasciculus predict contextual learning, whereas the left uncinate was associated with cross-situational learning. In addition, we identified regions of special importance within these pathways: the posterior middle temporal gyrus, thought to serve as a lexical interface and specifically related to contextual learning; the anterior temporal lobe, known to be an amodal hub for semantic processing and related to cross-situational learning; and the white matter near the hippocampus, a structure fundamental for the initial stages of new-word learning and, remarkably, related to both types of word learning. No significant associations were found for the inferior-fronto-occipital fasciculus or the arcuate. While previous results suggest that learning new phonological word forms is mediated by the arcuate fasciculus, these findings show that the temporal pathways are the crucial neural substrate supporting one of the most striking human abilities: our capacity to identify correct associations between words and meanings under referential indeterminacy. SIGNIFICANCE STATEMENT The language-processing network is cortically (i.e., gray matter) well defined. However, the role of the white matter pathways that support novel word learning within this network remains unclear. In this work, we dissected language-related (arcuate, uncinate, inferior-fronto-occipital, and inferior-longitudinal) fasciculi using manual and automatic tracking. We found the left inferior-longitudinal fasciculus to be predictive of word-learning success in two word-to-meaning tasks: contextual and cross-situational learning paradigms. The left uncinate was predictive of cross-situational word learning. No significant correlations were found for the arcuate or the inferior-fronto-occipital fasciculus. While previous results showed that learning new phonological word forms is supported by the arcuate fasciculus, these findings demonstrate that learning new word-to-meaning associations is mainly dependent on temporal white matter pathways. Copyright © 2017 the authors 0270-6474/17/3711102-13$15.00/0.

Lifeworthy Learning

ERIC Educational Resources Information Center

Perkins, David N.

2016-01-01

What learning really matters for today's learners? In this article, David N. Perkins promises not to provide the answer, but rather to consider how we might think about the question. Learning that matters--which he calls lifeworthy learning--is characterized by four earmarks: opportunity, insight, action, and ethics. Educators should ask…

Mathematizing Process of Junior High School Students to Improve Mathematics Literacy Refers PISA on RCP Learning

NASA Astrophysics Data System (ADS)

Wardono; Mariani, S.; Hendikawati, P.; Ikayani

2017-04-01

Mathematizing process (MP) is the process of modeling a phenomenon mathematically or establish the concept of a phenomenon. There are two mathematizing that is Mathematizing Horizontal (MH) and Mathematizing Vertical (MV). MH as events changes contextual problems into mathematical problems, while MV is the process of formulation of the problem into a variety of settlement mathematics by using some appropriate rules. Mathematics Literacy (ML) is the ability to formulate, implement and interpret mathematics in various contexts, including the capacity to perform reasoning mathematically and using the concepts, procedures, and facts to describe, explain or predict phenomena incident. If junior high school students are conditioned continuously to conduct mathematizing activities on RCP (RME-Card Problem) learning, it will be able to improve ML that refers PISA. The purpose of this research is to know the capability of the MP grade VIII on ML content shape and space with the matter of the cube and beams with RCP learning better than the scientific learning, upgrade MP grade VIII in the issue of the cube and beams with RCP learning better than the scientific learning in terms of cognitive styles reflective and impulsive the MP grade VIII with the approach of the RCP learning in terms of cognitive styles reflective and impulsive This research is the mixed methods model concurrent embedded. The population in this study, i.e., class VIII SMPN 1 Batang with sample two class. Data were taken with the observation, interviews, and tests and analyzed with a different test average of one party the right qualitative and descriptive. The results of this study demonstrate the capability of the MP student with RCP learning better than the scientific learning, upgrade MP with RCP learning better compare with scientific learning in term cognitive style of reflective and impulsive. The subject of the reflective group top, middle, and bottom can meet all the process of MH indicators are then the subject of the reflective upper and intermediate group can meet all the MV indicators but to lower groups can only fulfill some MV indicators. The subject is impulsive upper and middle group can meet all the MH indicators but to lower groups can only meet some MH indicator, then the subject is impulsive group can meet all the MV indicators but for middle and the bottom group can only fulfill some MV indicators.

76 FR 57036 - Notice of Change in Subject Matter of Agency Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-15

... FEDERAL DEPOSIT INSURANCE CORPORATION Notice of Change in Subject Matter of Agency Meeting... consideration at the meeting, on less than seven days' notice to the public, of the following matters... September 7, 2011, of the change in the subject matter of the meeting was practicable. Dated: September 13...

75 FR 47316 - National Science Board; Sunshine Act Meetings; Notice (Subject Matter Revised From Earlier Notice)

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-05

... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings; Notice (Subject Matter... for the transaction of National Science Board business and other matters specified, as follows: Date and Time: August 12, 2010, at 3 p.m. EDT. Subject Matter: Review and Discussion of Current Mid-Scale...

Effects of a Cooperative Learning Strategy on Teaching and Learning Phases of Matter and One-Component Phase Diagrams

ERIC Educational Resources Information Center

Doymus, Kemal

2007-01-01

This study aims to determine the effects of cooperative learning (using the jigsaw method) on students' achievement in a general chemistry course. The Chemistry Achievement Test (CAT) and Phase Achievement Test (PAT) were used. The questions on the CAT relate to solids, liquids, gases, bonding, matter, and matter states. This test was given to…

Changes in Frontoparietotemporal Connectivity following Do-As-I-Do Imitation Training in Chimpanzees ( Pan troglodytes).

PubMed

Pope, Sarah M; Taglialatela, Jared P; Skiba, Sara A; Hopkins, William D

2018-03-01

Human imitation is supported by an underlying "mirror system" principally composed of inferior frontal, inferior parietal, and superior temporal cortical regions. Across primate species, differences in frontoparietotemporal connectivity have been hypothesized to explain phylogenetic variation in imitative abilities. However, if and to what extent these regions are involved in imitation in nonhuman primates is unknown. We hypothesized that "Do As I Do" (DAID) imitation training would enhance white matter integrity within and between frontoparietotemporal regions. To this end, four captive chimpanzees ( Pan troglodytes) were trained to reproduce 23 demonstrated actions, and four age-/sex-matched controls were trained to produce basic husbandry behaviors in response to manual cues. Diffusion tensor images were acquired before and after 600 min of training over an average of 112 days. Bilateral and asymmetrical changes in frontoparietotemporal white matter integrity were compared between DAID trained subjects and controls. We found that imitation trained subjects exhibited leftward shifts in both mean fractional anisotropy and tract strength asymmetry measures in brain regions within the mirror system. This is the first report of training-induced changes in white matter integrity in chimpanzees and suggests that frontoparietotemporal connectivity, particularly in the left hemisphere, may have facilitated the emergence of increasingly complex imitation learning abilities.

Building an adaptive agent to monitor and repair the electrical power system of an orbital satellite

NASA Technical Reports Server (NTRS)

Tecuci, Gheorghe; Hieb, Michael R.; Dybala, Tomasz

1995-01-01

Over several years we have developed a multistrategy apprenticeship learning methodology for building knowledge-based systems. Recently we have developed and applied our methodology to building intelligent agents. This methodology allows a subject matter expert to build an agent in the same way in which the expert would teach a human apprentice. The expert will give the agent specific examples of problems and solutions, explanations of these solutions, or supervise the agent as it solves new problems. During such interactions, the agent learns general rules and concepts, continuously extending and improving its knowledge base. In this paper we present initial results on applying this methodology to build an intelligent adaptive agent for monitoring and repair of the electrical power system of an orbital satellite, stressing the interaction with the expert during apprenticeship learning.

Lessons Learned from the Design, Certification, and Operation of the Space Shuttle Integrated Main Propulsion System (IMPS)

NASA Technical Reports Server (NTRS)

Martinez, Hugo E.; Albright, John D.; D'Amico, Stephen J.; Brewer, John M.; Melcher, John C., IV

2011-01-01

The Space Shuttle Integrated Main Propulsion System (IMPS) consists of the External Tank (ET), Orbiter Main Propulsion System (MPS), and Space Shuttle Main Engines (SSMEs). The IMPS is tasked with the storage, conditioning, distribution, and combustion of cryogenic liquid hydrogen (LH2) and liquid oxygen (LO2) propellants to provide first and second stage thrust for achieving orbital velocity. The design, certification, and operation of the associated IMPS hardware have produced many lessons learned over the course of the Space Shuttle Program (SSP). A subset of these items will be discussed in this paper for consideration when designing, building, and operating future spacecraft propulsion systems. This paper will focus on lessons learned related to Orbiter MPS and is the first of a planned series to address the subject matter.

Observations Of General Learning Patterns In An Upper-Level Thermal Physics Course

NASA Astrophysics Data System (ADS)

Meltzer, David E.

2009-11-01

I discuss some observations from using interactive-engagement instructional methods in an upper-level thermal physics course over a two-year period. From the standpoint of the subject matter knowledge of the upper-level students, there was a striking persistence of common learning difficulties previously observed in students enrolled in the introductory course, accompanied, however, by some notable contrasts between the groups. More broadly, I comment on comparisons and contrasts regarding general pedagogical issues among different student sub-populations, for example: differences in the receptivity of lower- and upper-level students to diagrammatic representations; varying receptivity to tutorial-style instructional approach within the upper-level population; and contrasting approaches to learning among physics and engineering sub-populations in the upper-level course with regard to use of symbolic notation, mathematical equations, and readiness to employ verbal explanations.

Neonatal brain abnormalities and memory and learning outcomes at 7 years in children born very preterm.

PubMed

Omizzolo, Cristina; Scratch, Shannon E; Stargatt, Robyn; Kidokoro, Hiroyuki; Thompson, Deanne K; Lee, Katherine J; Cheong, Jeanie; Neil, Jeffrey; Inder, Terrie E; Doyle, Lex W; Anderson, Peter J

2014-01-01

Using prospective longitudinal data from 198 very preterm and 70 full term children, this study characterised the memory and learning abilities of very preterm children at 7 years of age in both verbal and visual domains. The relationship between the extent of brain abnormalities on neonatal magnetic resonance imaging (MRI) and memory and learning outcomes at 7 years of age in very preterm children was also investigated. Neonatal MRI scans were qualitatively assessed for global, white-matter, cortical grey-matter, deep grey-matter, and cerebellar abnormalities. Very preterm children performed less well on measures of immediate memory, working memory, long-term memory, and learning compared with term-born controls. Neonatal brain abnormalities, and in particular deep grey-matter abnormality, were associated with poorer memory and learning performance at 7 years in very preterm children. Findings support the importance of cerebral neonatal pathology for predicting later memory and learning function.

Learning-based 3T brain MRI segmentation with guidance from 7T MRI labeling.

PubMed

Deng, Minghui; Yu, Renping; Wang, Li; Shi, Feng; Yap, Pew-Thian; Shen, Dinggang

2016-12-01

Segmentation of brain magnetic resonance (MR) images into white matter (WM), gray matter (GM), and cerebrospinal fluid (CSF) is crucial for brain structural measurement and disease diagnosis. Learning-based segmentation methods depend largely on the availability of good training ground truth. However, the commonly used 3T MR images are of insufficient image quality and often exhibit poor intensity contrast between WM, GM, and CSF. Therefore, they are not ideal for providing good ground truth label data for training learning-based methods. Recent advances in ultrahigh field 7T imaging make it possible to acquire images with excellent intensity contrast and signal-to-noise ratio. In this paper, the authors propose an algorithm based on random forest for segmenting 3T MR images by training a series of classifiers based on reliable labels obtained semiautomatically from 7T MR images. The proposed algorithm iteratively refines the probability maps of WM, GM, and CSF via a cascade of random forest classifiers for improved tissue segmentation. The proposed method was validated on two datasets, i.e., 10 subjects collected at their institution and 797 3T MR images from the Alzheimer's Disease Neuroimaging Initiative (ADNI) dataset. Specifically, for the mean Dice ratio of all 10 subjects, the proposed method achieved 94.52% ± 0.9%, 89.49% ± 1.83%, and 79.97% ± 4.32% for WM, GM, and CSF, respectively, which are significantly better than the state-of-the-art methods (p-values < 0.021). For the ADNI dataset, the group difference comparisons indicate that the proposed algorithm outperforms state-of-the-art segmentation methods. The authors have developed and validated a novel fully automated method for 3T brain MR image segmentation. © 2016 American Association of Physicists in Medicine.

Learning-based 3T brain MRI segmentation with guidance from 7T MRI labeling.

PubMed

Deng, Minghui; Yu, Renping; Wang, Li; Shi, Feng; Yap, Pew-Thian; Shen, Dinggang

2016-12-01

Segmentation of brain magnetic resonance (MR) images into white matter (WM), gray matter (GM), and cerebrospinal fluid (CSF) is crucial for brain structural measurement and disease diagnosis. Learning-based segmentation methods depend largely on the availability of good training ground truth. However, the commonly used 3T MR images are of insufficient image quality and often exhibit poor intensity contrast between WM, GM, and CSF. Therefore, they are not ideal for providing good ground truth label data for training learning-based methods. Recent advances in ultrahigh field 7T imaging make it possible to acquire images with excellent intensity contrast and signal-to-noise ratio. In this paper, the authors propose an algorithm based on random forest for segmenting 3T MR images by training a series of classifiers based on reliable labels obtained semiautomatically from 7T MR images. The proposed algorithm iteratively refines the probability maps of WM, GM, and CSF via a cascade of random forest classifiers for improved tissue segmentation. The proposed method was validated on two datasets, i.e., 10 subjects collected at their institution and 797 3T MR images from the Alzheimer's Disease Neuroimaging Initiative (ADNI) dataset. Specifically, for the mean Dice ratio of all 10 subjects, the proposed method achieved 94.52% ± 0.9%, 89.49% ± 1.83%, and 79.97% ± 4.32% for WM, GM, and CSF, respectively, which are significantly better than the state-of-the-art methods (p-values < 0.021). For the ADNI dataset, the group difference comparisons indicate that the proposed algorithm outperforms state-of-the-art segmentation methods. The authors have developed and validated a novel fully automated method for 3T brain MR image segmentation.

The DCDC2/intron 2 deletion and white matter disorganization: focus on developmental dyslexia.

PubMed

Marino, Cecilia; Scifo, Paola; Della Rosa, Pasquale A; Mascheretti, Sara; Facoetti, Andrea; Lorusso, Maria L; Giorda, Roberto; Consonni, Monica; Falini, Andrea; Molteni, Massimo; Gruen, Jeffrey R; Perani, Daniela

2014-08-01

The DCDC2 gene is involved in neuronal migration. Heterotopias have been found within the white matter of DCDC2-knockdown rats. A deletion in DCDC2/intron 2 (DCDC2d), which encompasses a regulatory region named 'regulatory element associated with dyslexia 1' (READ1), increases the risk for dyslexia. We hypothesized that DCDC2d can be associated to alterations of the white matter structure in general and in dyslexic brains. Based on a full-factorial analysis of covariance (ANCOVA) model, we investigated voxel-based diffusion tensor imaging (VB-DTI) data of four groups of subjects: dyslexia with/without DCDC2d, and normal readers with/without DCDC2d. We also tested DCDC2d effects upon correlation patterns between fractional anisotropy (FA) and reading scores. We found that FA was reduced in the left arcuate fasciculus and splenium of the corpus callosum in subjects with versus without DCDC2d, irrespective of dyslexia. Subjects with dyslexia and DCDC2d showed reduced FA, mainly in the left hemisphere and in the corpus callosum; their counterpart without DCDC2d showed similar FA alterations. Noteworthy, a conjunction analysis in impaired readers revealed common regions with lower FA mainly in the left hemisphere. When we compared subjects with dyslexia with versus without DCDC2d, we found lower FA in the inferior longitudinal fasciculus and genu of the corpus callosum, bilaterally. Normal readers with versus without DCDC2d had FA increases and decreases in both the right and left hemisphere. The major contribution of our study was to provide evidence relating genes, brain and behaviour. Overall, our findings support the hypothesis that DCDC2d is associated with altered FA. In normal readers, DCDC2-related anatomical patterns may mark some developmental cognitive vulnerability to learning disabilities. In subjects with dyslexia, DCDC2d accounted for both common - mainly located in the left hemisphere - and unique - a more severe and extended pattern - alterations of white matter fibre tracts. Copyright © 2014 Elsevier Ltd. All rights reserved.

Effects of Subject-Area Degree and Classroom Experience on New Chemistry Teachers' Subject Matter Knowledge

ERIC Educational Resources Information Center

Nixon, Ryan S.; Campbell, Benjamin K.; Luft, Julie A.

2016-01-01

Science teachers need to understand the subject matter they teach. While subject matter knowledge (SMK) can improve with classroom teaching experience, it is problematic that many secondary science teachers leave the profession before garnering extensive classroom experience. Furthermore, many new science teachers are assigned to teach science…

Ask-the-expert: Active Learning Based Knowledge Discovery Using the Expert

NASA Technical Reports Server (NTRS)

Das, Kamalika; Avrekh, Ilya; Matthews, Bryan; Sharma, Manali; Oza, Nikunj

2017-01-01

Often the manual review of large data sets, either for purposes of labeling unlabeled instances or for classifying meaningful results from uninteresting (but statistically significant) ones is extremely resource intensive, especially in terms of subject matter expert (SME) time. Use of active learning has been shown to diminish this review time significantly. However, since active learning is an iterative process of learning a classifier based on a small number of SME-provided labels at each iteration, the lack of an enabling tool can hinder the process of adoption of these technologies in real-life, in spite of their labor-saving potential. In this demo we present ASK-the-Expert, an interactive tool that allows SMEs to review instances from a data set and provide labels within a single framework. ASK-the-Expert is powered by an active learning algorithm for training a classifier in the backend. We demonstrate this system in the context of an aviation safety application, but the tool can be adopted to work as a simple review and labeling tool as well, without the use of active learning.

Ask-the-Expert: Active Learning Based Knowledge Discovery Using the Expert

NASA Technical Reports Server (NTRS)

Das, Kamalika

2017-01-01

Often the manual review of large data sets, either for purposes of labeling unlabeled instances or for classifying meaningful results from uninteresting (but statistically significant) ones is extremely resource intensive, especially in terms of subject matter expert (SME) time. Use of active learning has been shown to diminish this review time significantly. However, since active learning is an iterative process of learning a classifier based on a small number of SME-provided labels at each iteration, the lack of an enabling tool can hinder the process of adoption of these technologies in real-life, in spite of their labor-saving potential. In this demo we present ASK-the-Expert, an interactive tool that allows SMEs to review instances from a data set and provide labels within a single framework. ASK-the-Expert is powered by an active learning algorithm for training a classifier in the back end. We demonstrate this system in the context of an aviation safety application, but the tool can be adopted to work as a simple review and labeling tool as well, without the use of active learning.

Teacher Learning that Matters: International Perspectives. Routledge Research in Education

ERIC Educational Resources Information Center

Kooy, Mary, Ed.; van Veen, Klaas, Ed.

2011-01-01

In the continuing global call for educational reforms and change, the contributors in this edited collection address the critical issue of teacher learning from diverse national contexts and perspectives. They define "teacher learning that matters" as it shapes and directs pedagogical practices with the goal of improving student learning. Student…

A case study of urban student and teacher experiences surrounding an outdoor environmental science field trip

NASA Astrophysics Data System (ADS)

Preusch, Peggy L.

2009-12-01

Field trips provide opportunities for students to experience many different contexts beyond the classroom, and are a popular choice of K-12 teachers in the US. Recent interest in learning that occurs at informal science education centers such as museums, zoos and aquariums has stimulated studies of the relationship between learning in and outside of schools. Although many studies focus on the teachers, the contexts, and/or the students during the field trip, only a few look at the entire process of learning by including the classroom setting before and after the field trip. This study was designed to develop understandings of the student process of learning during and surrounding an environmental science field trip to an outdoor setting. John Dewey's extensive writings on the relationship between experience and learning informed the analysis, creating a focus on active and passive elements of the experience, continuity within and across contexts, the interactive nature of the experience and the importance of subject matter. An exploration of environmental education (EE), environmental science (ES), and nature study as content revealed the complexities of the subject matter of the field trip that make its presentation problematic. An urban school was chosen to contribute to the research literature about urban student learning in outdoor environments. During the field trip, the students' active engagement with each other and the environment supported meaningful remembrances of the field trip experiences during interviews after the field trip. The students accurately described plants and animals they had observed in different habitats during the field trip. They also made connections with their home life and prior experiences in the outdoors as they discussed the field trip and drew pictures that represented their experiences. One student integrated his outdoor experience with a language arts assignment as he reflected deeply on the field trip. One implication of this study is that educational experiences in outdoor natural environments are complex in ways that contribute to lack of continuity between science lessons in an elementary classroom and environmental science field trip. Long term relationships between schools and informal settings that recognize the strengths of both contexts in terms of student learning processes surrounding field trip experiences are needed to strengthen the educative process for field trip participants.

The nature and use of prediction skills in a biological computer simulation

NASA Astrophysics Data System (ADS)

Lavoie, Derrick R.; Good, Ron

The primary goal of this study was to examine the science process skill of prediction using qualitative research methodology. The think-aloud interview, modeled after Ericsson and Simon (1984), let to the identification of 63 program exploration and prediction behaviors.The performance of seven formal and seven concrete operational high-school biology students were videotaped during a three-phase learning sequence on water pollution. Subjects explored the effects of five independent variables on two dependent variables over time using a computer-simulation program. Predictions were made concerning the effect of the independent variables upon dependent variables through time. Subjects were identified according to initial knowledge of the subject matter and success at solving three selected prediction problems.Successful predictors generally had high initial knowledge of the subject matter and were formal operational. Unsuccessful predictors generally had low initial knowledge and were concrete operational. High initial knowledge seemed to be more important to predictive success than stage of Piagetian cognitive development.Successful prediction behaviors involved systematic manipulation of the independent variables, note taking, identification and use of appropriate independent-dependent variable relationships, high interest and motivation, and in general, higher-level thinking skills. Behaviors characteristic of unsuccessful predictors were nonsystematic manipulation of independent variables, lack of motivation and persistence, misconceptions, and the identification and use of inappropriate independent-dependent variable relationships.

System Diagnostic Builder - A rule generation tool for expert systems that do intelligent data evaluation. [applied to Shuttle Mission Simulator

NASA Technical Reports Server (NTRS)

Nieten, Joseph; Burke, Roger

1993-01-01

Consideration is given to the System Diagnostic Builder (SDB), an automated knowledge acquisition tool using state-of-the-art AI technologies. The SDB employs an inductive machine learning technique to generate rules from data sets that are classified by a subject matter expert. Thus, data are captured from the subject system, classified, and used to drive the rule generation process. These rule bases are used to represent the observable behavior of the subject system, and to represent knowledge about this system. The knowledge bases captured from the Shuttle Mission Simulator can be used as black box simulations by the Intelligent Computer Aided Training devices. The SDB can also be used to construct knowledge bases for the process control industry, such as chemical production or oil and gas production.

Three Key Questions on Measuring Learning

ERIC Educational Resources Information Center

McTighe, Jay

2018-01-01

The author examines three essential questions on educational assessment: What really matters in a contemporary education? How should we assess those things that matter? How might our assessments enhance learning that matters, not just measure it? In answering these question, he argues that schools need a broader collection of measures, with a…

Virtual library

NASA Astrophysics Data System (ADS)

Carlowicz, Michael

If you have a computer and a grasp of algebra, you can learn physics. That is one of the messages behind the release of Physics—The Root Science, a new full-text version of a physics textbook available at no cost on the World Wide Web.The interactive textbook is the work of the International Institute of Theoretical and Applied Physics (IITAP) at Iowa State University, which was established in 1993 as a partnership with the United Nations Education, Scientific, and Cultural Organization (UNESCO). With subject matter equivalent to that of a 400-page volume, the text is designed to be completed in one school year. The textbook also will eventually include video clips of experiments and interactive learning modules, as well as links to appropriate cross-references about fundamental principles of physics.

A Summary of the Rendezvous, Proximity Operations, Docking, and Undocking (RPODU) Lessons Learned from the Defense Advanced Research Project Agency (DARPA) Orbital Express (OE) Demonstration System Mission

NASA Technical Reports Server (NTRS)

Dennehy, Cornelius J.; Carpenter, James R.

2011-01-01

The Guidance, Navigation, and Control (GN&C) Technical Discipline Team (TDT) sponsored Dr. J. Russell Carpenter, a Navigation and Rendezvous Subject Matter Expert (SME) from NASA's Goddard Space Flight Center (GSFC), to provide support to the Defense Advanced Research Project Agency (DARPA) Orbital Express (OE) rendezvous and docking flight test that was conducted in 2007. When that DARPA OE mission was completed, Mr. Neil Dennehy, NASA Technical Fellow for GN&C, requested Dr. Carpenter document his findings (lessons learned) and recommendations for future rendezvous missions resulting from his OE support experience. This report captures lessons specifically from anomalies that occurred during one of OE's unmated operations.

Exploring preservice elementary teachers' critique and adaptation of science curriculum materials in respect to socioscientific issues

NASA Astrophysics Data System (ADS)

Forbes, Cory T.; Davis, Elizabeth A.

2008-09-01

The work presented here represents a preliminary effort undertaken to address the role of teachers in supporting students’ learning and decision-making about socioscientific issues (SSI) by characterizing preservice elementary teachers’ critique and adaptation of SSI-based science curriculum materials and identifying factors that serve to mediate this process. Four undergraduate preservice elementary teachers were studied over the course of one semester. Results indicate that the teachers navigated multiple learning goals, as well as their own subject-matter knowledge, informal reasoning about SSI, and role identity, in their critique and adaptation of SSI-oriented science instructional materials. Implications for science teacher education and the design of curriculum materials in respect to SSI are discussed.

Individualized Instruction in Science, Time-Space-Matter, Learning Activity Packages.

ERIC Educational Resources Information Center

Kuczma, R. M.

Learning Activity Packages (LAP) relating to time, space, and matter are presented for use in sampling a new type of learning for a whole year. Besides the unit on introduction to individualized learning, 11 major topics are incorporated into three other units: (1) observation of the physical world, (2) space and exploration for environmental…

Are Perceptions of Online Learning Indicative of Success?

ERIC Educational Resources Information Center

Bernola, Karen M.

2010-01-01

Online learning is a process that incorporates a "mind over matter" mentality of rigorous, intrinsic learning. The course design addresses what the mind has to know in order for it to matter. Online learning is not a new concept but its acceptance continues to be a daunting one. Many are plagued with the task of gaining knowledge within limited…

Machine-learning classification of 22q11.2 deletion syndrome: A diffusion tensor imaging study.

PubMed

Tylee, Daniel S; Kikinis, Zora; Quinn, Thomas P; Antshel, Kevin M; Fremont, Wanda; Tahir, Muhammad A; Zhu, Anni; Gong, Xue; Glatt, Stephen J; Coman, Ioana L; Shenton, Martha E; Kates, Wendy R; Makris, Nikos

2017-01-01

Chromosome 22q11.2 deletion syndrome (22q11.2DS) is a genetic neurodevelopmental syndrome that has been studied intensively in order to understand relationships between the genetic microdeletion, brain development, cognitive function, and the emergence of psychiatric symptoms. White matter microstructural abnormalities identified using diffusion tensor imaging methods have been reported to affect a variety of neuroanatomical tracts in 22q11.2DS. In the present study, we sought to combine two discovery-based approaches: (1) white matter query language was used to parcellate the brain's white matter into tracts connecting pairs of 34, bilateral cortical regions and (2) the diffusion imaging characteristics of the resulting tracts were analyzed using a machine-learning method called support vector machine in order to optimize the selection of a set of imaging features that maximally discriminated 22q11.2DS and comparison subjects. With this unique approach, we both confirmed previously-recognized 22q11.2DS-related abnormalities in the inferior longitudinal fasciculus (ILF), and identified, for the first time, 22q11.2DS-related anomalies in the middle longitudinal fascicle and the extreme capsule, which may have been overlooked in previous, hypothesis-guided studies. We further observed that, in participants with 22q11.2DS, ILF metrics were significantly associated with positive prodromal symptoms of psychosis.

Lessons learned in the development of the STOL intelligent tutoring system

NASA Technical Reports Server (NTRS)

Seamster, Thomas; Baker, Clifford; Ames, Troy

1991-01-01

Lessons learned during the development of the NASA Systems Test and Operations Language (STOL) Intelligent Tutoring System (ITS), being developed at NASA Goddard Space Flight Center are presented. The purpose of the intelligent tutor is to train STOL users by adapting tutoring based on inferred student strengths and weaknesses. This system has been under development for over one year and numerous lessons learned have emerged. These observations are presented in three sections, as follows. The first section addresses the methodology employed in the development of the STOL ITS and briefly presents the ITS architecture. The second presents lessons learned, in the areas of: intelligent tutor development; documentation and reporting; cost and schedule control; and tools and shells effectiveness. The third section presents recommendations which may be considered by other ITS developers, addressing: access, use and selection of subject matter experts; steps involved in ITS development; use of ITS interface design prototypes as part of knowledge engineering; and tools and shells effectiveness.

45 CFR 73.735-701 - General provisions.

Code of Federal Regulations, 2013 CFR

2013-10-01

... of monetary value for any lecture, discussion, writing or appearance the subject matter of which is... value for any lecture, discussion, writing or appearance, the subject matter of which is not devoted to... consultation, lecture, discussion, writing or appearance, the subject matter of which is devoted substantially...

45 CFR 73.735-701 - General provisions.

Code of Federal Regulations, 2014 CFR

2014-10-01

... of monetary value for any lecture, discussion, writing or appearance the subject matter of which is... value for any lecture, discussion, writing or appearance, the subject matter of which is not devoted to... consultation, lecture, discussion, writing or appearance, the subject matter of which is devoted substantially...

45 CFR 73.735-701 - General provisions.

Code of Federal Regulations, 2012 CFR

2012-10-01

... of monetary value for any lecture, discussion, writing or appearance the subject matter of which is... value for any lecture, discussion, writing or appearance, the subject matter of which is not devoted to... consultation, lecture, discussion, writing or appearance, the subject matter of which is devoted substantially...

45 CFR 73.735-701 - General provisions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... of monetary value for any lecture, discussion, writing or appearance the subject matter of which is... value for any lecture, discussion, writing or appearance, the subject matter of which is not devoted to... consultation, lecture, discussion, writing or appearance, the subject matter of which is devoted substantially...

DTI measurements for Alzheimer’s classification

NASA Astrophysics Data System (ADS)

Maggipinto, Tommaso; Bellotti, Roberto; Amoroso, Nicola; Diacono, Domenico; Donvito, Giacinto; Lella, Eufemia; Monaco, Alfonso; Antonella Scelsi, Marzia; Tangaro, Sabina; Disease Neuroimaging Initiative, Alzheimer's.

2017-03-01

Diffusion tensor imaging (DTI) is a promising imaging technique that provides insight into white matter microstructure integrity and it has greatly helped identifying white matter regions affected by Alzheimer’s disease (AD) in its early stages. DTI can therefore be a valuable source of information when designing machine-learning strategies to discriminate between healthy control (HC) subjects, AD patients and subjects with mild cognitive impairment (MCI). Nonetheless, several studies have reported so far conflicting results, especially because of the adoption of biased feature selection strategies. In this paper we firstly analyzed DTI scans of 150 subjects from the Alzheimer’s disease neuroimaging initiative (ADNI) database. We measured a significant effect of the feature selection bias on the classification performance (p-value  <  0.01), leading to overoptimistic results (10% up to 30% relative increase in AUC). We observed that this effect is manifest regardless of the choice of diffusion index, specifically fractional anisotropy and mean diffusivity. Secondly, we performed a test on an independent mixed cohort consisting of 119 ADNI scans; thus, we evaluated the informative content provided by DTI measurements for AD classification. Classification performances and biological insight, concerning brain regions related to the disease, provided by cross-validation analysis were both confirmed on the independent test.

Behaviorism

ERIC Educational Resources Information Center

Moore, J.

2011-01-01

Early forms of psychology assumed that mental life was the appropriate subject matter for psychology, and introspection was an appropriate method to engage that subject matter. In 1913, John B. Watson proposed an alternative: classical S-R behaviorism. According to Watson, behavior was a subject matter in its own right, to be studied by the…

22 CFR 61.6 - Consultation with subject matter specialists.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 22 Foreign Relations 1 2014-04-01 2014-04-01 false Consultation with subject matter specialists. 61.6 Section 61.6 Foreign Relations DEPARTMENT OF STATE PUBLIC DIPLOMACY AND EXCHANGES WORLD-WIDE FREE FLOW OF AUDIO-VISUAL MATERIALS § 61.6 Consultation with subject matter specialists. (a) The...

22 CFR 61.6 - Consultation with subject matter specialists.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 22 Foreign Relations 1 2012-04-01 2012-04-01 false Consultation with subject matter specialists. 61.6 Section 61.6 Foreign Relations DEPARTMENT OF STATE PUBLIC DIPLOMACY AND EXCHANGES WORLD-WIDE FREE FLOW OF AUDIO-VISUAL MATERIALS § 61.6 Consultation with subject matter specialists. (a) The...

22 CFR 61.6 - Consultation with subject matter specialists.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 22 Foreign Relations 1 2013-04-01 2013-04-01 false Consultation with subject matter specialists. 61.6 Section 61.6 Foreign Relations DEPARTMENT OF STATE PUBLIC DIPLOMACY AND EXCHANGES WORLD-WIDE FREE FLOW OF AUDIO-VISUAL MATERIALS § 61.6 Consultation with subject matter specialists. (a) The...

22 CFR 61.6 - Consultation with subject matter specialists.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Consultation with subject matter specialists. 61.6 Section 61.6 Foreign Relations DEPARTMENT OF STATE PUBLIC DIPLOMACY AND EXCHANGES WORLD-WIDE FREE FLOW OF AUDIO-VISUAL MATERIALS § 61.6 Consultation with subject matter specialists. (a) The...

What Counts as Subject Matter Knowledge for Teaching?

ERIC Educational Resources Information Center

Thornton, Stephen J.

Focusing on social studies, this paper asserts that taking traditional content courses by themselves may not necessarily significantly enhance teachers' subject matter competence. It suggests that preparing social studies teachers to enact curricula is more than a matter of assuring that they have enough work in the traditional academic subject.…

19 CFR 174.11 - Matters subject to protest.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 19 Customs Duties 2 2010-04-01 2010-04-01 false Matters subject to protest. 174.11 Section 174.11 Customs Duties U.S. CUSTOMS AND BORDER PROTECTION, DEPARTMENT OF HOMELAND SECURITY; DEPARTMENT OF THE TREASURY (CONTINUED) PROTESTS Protests § 174.11 Matters subject to protest. The following decisions of the...

22 CFR 61.6 - Consultation with subject matter specialists.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Consultation with subject matter specialists. 61.6 Section 61.6 Foreign Relations DEPARTMENT OF STATE PUBLIC DIPLOMACY AND EXCHANGES WORLD-WIDE FREE FLOW OF AUDIO-VISUAL MATERIALS § 61.6 Consultation with subject matter specialists. (a) The...

Ensuring Educational Quality Means Assessing Learning

ERIC Educational Resources Information Center

Kazin, Cathrael; Payne, David G.

2009-01-01

As many experienced board members know, given the national debate in recent years over institutional accountability, learning--the heart of the educational enterprise--is often treated as a by-product of other more measurable processes. The fact is, no matter how excellent the curricula, no matter how stellar the faculty, no matter how talented…

A Construct-Modeling Approach to Develop a Learning Progression of How Students Understand the Structure of Matter

ERIC Educational Resources Information Center

Morell, Linda; Collier, Tina; Black, Paul; Wilson, Mark

2017-01-01

This paper builds on the current literature base about learning progressions in science to address the question, "What is the nature of the learning progression in the content domain of the structure of matter?" We introduce a learning progression in response to that question and illustrate a methodology, the Construct Modeling (Wilson,…

Inter-individual differences in audio-motor learning of piano melodies and white matter fiber tract architecture.

PubMed

Engel, Annerose; Hijmans, Brenda S; Cerliani, Leonardo; Bangert, Marc; Nanetti, Luca; Keller, Peter E; Keysers, Christian

2014-05-01

Humans vary substantially in their ability to learn new motor skills. Here, we examined inter-individual differences in learning to play the piano, with the goal of identifying relations to structural properties of white matter fiber tracts relevant to audio-motor learning. Non-musicians (n = 18) learned to perform three short melodies on a piano keyboard in a pure audio-motor training condition (vision of their own fingers was occluded). Initial learning times ranged from 17 to 120 min (mean ± SD: 62 ± 29 min). Diffusion-weighted magnetic resonance imaging was used to derive the fractional anisotropy (FA), an index of white matter microstructural arrangement. A correlation analysis revealed that higher FA values were associated with faster learning of piano melodies. These effects were observed in the bilateral corticospinal tracts, bundles of axons relevant for the execution of voluntary movements, and the right superior longitudinal fasciculus, a tract important for audio-motor transformations. These results suggest that the speed with which novel complex audio-motor skills can be acquired may be determined by variability in structural properties of white matter fiber tracts connecting brain areas functionally relevant for audio-motor learning. Copyright © 2013 Wiley Periodicals, Inc.

National Wind Distance Learning Collaborative

DOE Office of Scientific and Technical Information (OSTI.GOV)

Dr. James B. Beddow

2013-03-29

Executive Summary The energy development assumptions identified in the Department of Energy's position paper, 20% Wind Energy by 2030, projected an exploding demand for wind energy-related workforce development. These primary assumptions drove a secondary set of assumptions that early stage wind industry workforce development and training paradigms would need to undergo significant change if the workforce needs were to be met. The current training practice and culture within the wind industry is driven by a relatively small number of experts with deep field experience and knowledge. The current training methodology is dominated by face-to-face, classroom based, instructor present training. Givenmore » these assumptions and learning paradigms, the purpose of the National Wind Distance Learning Collaborative was to determine the feasibility of developing online learning strategies and products focused on training wind technicians. The initial project scope centered on (1) identifying resources that would be needed for development of subject matter and course design/delivery strategies for industry-based (non-academic) training, and (2) development of an appropriate Learning Management System (LMS). As the project unfolded, the initial scope was expanded to include development of learning products and the addition of an academic-based training partner. The core partners included two training entities, industry-based Airstreams Renewables and academic-based Lake Area Technical Institute. A third partner, Vision Video Interactive, Inc. provided technology-based learning platforms (hardware and software). The revised scope yielded an expanded set of results beyond the initial expectation. Eight learning modules were developed for the industry-based Electrical Safety course. These modules were subsequently redesigned and repurposed for test application in an academic setting. Software and hardware developments during the project's timeframe enabled redesign providing for student access through the use of tablet devices such as iPads. Early prototype Learning Management Systems (LMS) featuring more student-centric access and interfaces with emerging social media were developed and utilized during the testing applications. The project also produced soft results involving cross learning between and among the partners regarding subject matter expertise, online learning pedagogy, and eLearning technology-based platforms. The partners believe that the most significant, overarching accomplishment of the project was the development and implementation of goals, activities, and outcomes that significantly exceeded those proposed in the initial grant application submitted in 2009. Key specific accomplishments include: (1) development of a set of 8 online learning modules addressing electrical safety as it relates to the work of wind technicians; (3) development of a flexible, open-ended Learning Management System (LMS): (3) creation of a robust body of learning (knowledge, experience, skills, and relationships). Project leaders have concluded that there is substantial resource equity that could be leverage and recommend that it be carried forward to pursue a Next Stage Opportunity relating to development of an online core curriculum for institute and community college energy workforce development programs.« less

Forum: Learning Outcomes in Communication. "Diversity Matters" Continued: Student Learning Outcomes in Communication

ERIC Educational Resources Information Center

Wahl, Shawn T.; Williams, Kesha Morant; Berkos, Kristen M.; Disbrow, Lynn M.

2016-01-01

Using the conceptual foundation "diversity matters" (Orbe & Allen, 2008), this essay calls for research examining the NCA learning outcomes in communication related to diversity, inclusion, privilege, and intercultural communication (mostly existing in LOC 8). The authors argue this research will serve as a relevant and vital…

The flip side of traditional nursing education: A literature review.

PubMed

Ward, Maria; Knowlton, Mary C; Laney, Candice W

2018-03-01

The flipped classroom (FC) andragogy purports an improvement of critical thinking and problem-solving skills in students. This literature review explores fourteen research studies and discusses outcome measures reported on the effectiveness of using this teaching modality. Students described the learning activities during the classroom meeting times as valuable and indicated the interaction and engagement were beneficial to their learning. Many students opined an increased comprehension of the subject matter. Overall, the FC required more work on the part of the students and the faculty, and the majority of students preferred the traditional classroom (TC) passive method of learning over the FC active learning andragogy as a result of the substantial time commitment required for preparation necessitated by the FC. Five of the fourteen studies evaluated student learning outcome measures; four studies showed an improvement in the FC environment compared to the TC and one reported the FC was at least as effective as the TC. Further studies with quantifiable outcome measures are required to determine the effectiveness of a FC on critical thinking and problem-solving skills of nursing students. Copyright © 2018. Published by Elsevier Ltd.

Development of multimedia learning based inquiry on vibration and wave material

NASA Astrophysics Data System (ADS)

Madeali, H.; Prahani, B. K.

2018-03-01

This study aims to develop multimedia learning based inquiry that is interesting, easy to understand by students and streamline the time of teachers in bringing the teaching materials as well as feasible to be used in learning the physics subject matter of vibration and wave. This research is a Research and Development research with reference to ADDIE model that is Analysis, Design, Development, Implementation, and Evaluation. Multimedia based learning inquiry is packaged in hypertext form using Adobe Flash CS6 Software. The inquiry aspect is constructed by showing the animation of the concepts that the student wants to achieve and then followed by questions that will ask the students what is observable. Multimedia learning based inquiry is then validated by 2 learning experts, 3 material experts and 3 media experts and tested on 3 junior high school teachers and 23 students of state junior high school 5 of Kendari. The results of the study include: (1) Validation results by learning experts, material experts and media experts in valid categories; (2) The results of trials by teachers and students fall into the practical category. These results prove that the multimedia learning based inquiry on vibration and waves materials that have been developed feasible use in physics learning by students of junior high school class VIII.

42 CFR 1008.5 - Matters subject to advisory opinions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 5 2011-10-01 2011-10-01 false Matters subject to advisory opinions. 1008.5... SERVICES OIG AUTHORITIES ADVISORY OPINIONS BY THE OIG General Provisions § 1008.5 Matters subject to...) What constitutes prohibited remuneration within the meaning of section 1128B(b) of the Act; (2) Whether...

76 FR 74691 - Import Restrictions Imposed on Certain Archaeological and Ethnological Material From Greece

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-01

... Statuary--Subject matter is varied and includes human and animal figures, human body parts, groups of..., including fragments of statues. Subject matter includes human and animal figures and groups of figures in... marble and other stone. Subject matter includes human and animal figures and groups of figures in the...

76 FR 2573 - Technical Corrections: Matters Subject to Protest and Various Protest Time Limits

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-14

... 174 [CBP Dec. 11-02] Technical Corrections: Matters Subject to Protest and Various Protest Time Limits..., in pertinent part, the types of matters subject to protest, the time required for allowing or denying an application for further review of a protest, and various other protest time limits. This document...

Designing and Developing Technical Curriculum: Finding the Right Subject Matter Expert

ERIC Educational Resources Information Center

Mattoon, Joseph Sterling

2005-01-01

Subject matter experts play an essential role in technical curriculum development by providing accurate and up-to-date information that matches education, training, and workforce needs. The Subject Matter Expert (SME) COMlist is proposed as a tool that enables instructional developers to evaluate an SME's capability and suitability to support…

The Airborne Astronomy Ambassadors (AAA) Program and NASA Astrophysics Connections

NASA Astrophysics Data System (ADS)

Backman, Dana Edward; Clark, Coral; Harman, Pamela

2018-01-01

The NASA Airborne Astronomy Ambassadors (AAA) program is a three-part professional development (PD) experience for high school physics, astronomy, and earth science teachers. AAA PD consists of: (1) blended learning via webinars, asynchronous content delivery, and in-person workshops, (2) a STEM immersion experience at NASA Armstrong’s B703 science research aircraft facility in Palmdale, California, including interactions with NASA astrophysics & planetary science Subject Matter Experts (SMEs) during science flights on SOFIA, and (3) continuing post-flight opportunities for teacher & student connections with SMEs.

Lessons learned from a privacy breach at an academic health science centre.

PubMed

Malonda, Jacqueline; Campbell, Janice; Crivianu-Gaita, Daniela; Freedman, Melvin H; Stevens, Polly; Laxer, Ronald M

2009-01-01

In 2007, the Hospital for Sick Children experienced a serious privacy breach when a laptop computer containing the personal health information of approximately 3,000 patients and research subjects was stolen from a physician-researcher's vehicle. This incident was reported to the information and privacy commissioner of Ontario (IPC). The IPC issued an order that required the hospital to examine and revise its policies, practices and research protocols related to the protection of personal health information and to educate staff on privacy-related matters.

The influence of interactive technology on student performance in an Oklahoma secondary Biology I program

NASA Astrophysics Data System (ADS)

Feltman, Vallery

Over the last decade growth in technologies available to teach students and enhance curriculum has become an important consideration in the educational system. The profile of today's secondary students have also been found to be quite different than those of the past. Their learning styles and preferences are issues that should be addressed by educators. With the growth and availability of new technologies students are increasingly expecting to use these as learning tools in their classrooms. This study investigates how interactive technology may impact student performance. This study specifically focuses on the use of the Apple Ipad in 4 Biology I classrooms. This study used an experimental mixed method design to examine how using Ipads for learning impacted student achievement, motivation to learn, and learning strategies. Qualitatively the study examined observed student behaviors and student perceptions regarding the use of interactive technologies. Data was analyzed using descriptive statistics, t-tests, 2-way ANOVAs, and qualitative analysis. Quantitatively the results revealed no significant difference between students who used the interactive technology to learn and those who did not. Qualitative data revealed behaviors indicative of being highly engaged with the subject matter and the development of critical thinking skills which may improve student performance. Student perceptions also revealed overall positive experiences with using interactive technology in the classroom. It is recommended that further studies be done to look at using interactive technologies for a longer period of time using multiple subjects areas. This would provide a more in-depth exploration of interactive technologies on student achievement.

The association between white-matter tract abnormalities, and neuropsychiatric and cognitive symptoms in retired professional football players with multiple concussions.

PubMed

Multani, Namita; Goswami, Ruma; Khodadadi, Mozhgan; Ebraheem, Ahmed; Davis, Karen D; Tator, Charles H; Wennberg, Richard; Mikulis, David J; Ezerins, Leo; Tartaglia, Maria Carmela

2016-07-01

Retired professional athletes, who have suffered repetitive concussions, report symptoms of depression, anxiety, and memory impairment over time. Moreover, recent imaging data suggest chronic white-matter tract deterioration in sport-related concussion. The aim of this study is to evaluate the impact of repetitive concussions in retired professional football players on white-matter tracts, and relate these changes to neuropsychological function. All subjects (18 retired professional football players and 17 healthy controls) underwent imaging, neuropsychological assessment, and reported on concussion-related symptoms. Whole brain tract-based spatial statistics analysis revealed increased axial diffusivity in the right hemisphere of retired players in the (1) superior longitudinal fasciculus (SLF), (2) corticospinal tract, and (3) anterior thalamic radiations, suggesting chronic axonal degeneration in these tracts. Moreover, retired players report significantly higher neuropsychiatric and cognitive symptoms than healthy controls, and worsening of these symptoms since their last concussion. Loss of integrity in the right SLF significantly correlated with participants' visual learning ability. In sum, these results suggest that repetitive concussions in retired professional football players are associated with focal white-matter tract abnormalities that could explain some of the neuropsychiatric symptoms and cognitive deficits experienced by these retired athletes.

Technology Education Using a Novel Approach in e-Learning-Towards Optimizing the Quality of Learning Outcomes

NASA Astrophysics Data System (ADS)

Malkawi, M. I.; Hawarey, M. M.

2012-04-01

Ever since the advent of the new era in presenting taught material in Electronic Form, international bodies, academic institutions, public sectors, as well as specialized entities in the private sector, globally, have all persevered to exploit the power of Distance Learning and e-Learning to disseminate the knowledge in Science and Art using the ubiquitous World Wide Web and its supporting Internet and Internetworking. Many Science & Education-sponsoring bodies, like UNESCO, the European Community, and the World Bank have been keen at funding multinational Distance Learning projects, many of which were directed at an educated audience in certain technical areas. Many countries around the Middle East have found a number of interested European partners to launch funding requests, and were generally successful in their solicitation efforts for the needed funds from these funding bodies. Albeit their intricacies in generating a wealth of knowledge in electronic form, many of the e-Learning schemas developed thus far, have only pursued their goals in the most conventional of ways; In essence, there had been little innovation introduced to gain anything, if any, above traditional classroom lecturing, other than, of course, the gained advantage of the simultaneous online testing and evaluation of the learned material by the examinees. In a sincere effort to change the way in which people look at the merits of e-Learning, and seek the most out of it, we shall propose a novel approach aimed at optimizing the learning outcomes of presented materials. In this paper we propose what shall henceforth be called as Iterative e-Learning. In Iterative e-Learning, as the name implies, a student uses some form of electronic media to access course material in a specific subject. At the end of each phase (Section, Chapter, Session, etc.) on a specific topic, the student is assessed online of how much he/she would have achieved before he/she would move on. If the student fails, due to some delinquency on a particular topic, the online process of e-Learning would take the student at some more detailed and deeper level on the subject matter where he/she had failed; once the student bridges the gap, to this end, then the ongoing e-Learning process would carry him/her further up the next level of the subject matter he/she is pursuing. This process is carried on at all levels of learning: section, chapter, and course level. A student may not progress to the next course level before he/she would pass the entire course at 80% or more. If in the process of repeating some section, chapter, or a whole course, then the student shall be required to score a higher percentage than the mere 80% he was required to attain the first time around; say 5% more per iteration he/she makes. Here, students going through Iterative e-Learning shall be allowed to move on to the next level of learning sooner than others if the time that takes them to learn a particular topic is shorter than would normally require an average student to expend, provided, of course, they make it through all the required assessment phases. Unlike the traditional ways of classroom or online lecturing, a student going through Iterative e-Learning is expected to achieve a quality of learning never before achieved via standard pedagogical methodologies. With Iterative e-Learning, it is expected that poorly accredited academic institutions will be able, for the first time, to produce the quality of graduates who are more capable of competing for highly paying jobs globally, and to be of the quality of contributing in more industry-supported economies.

What's the Matter with Food?: A Hands-On Action Research Study on the Effect of Using Food Preparation To Teach Students with Autism about the Three States of Matter

NASA Astrophysics Data System (ADS)

Diller, Nicole

This investigation studied the effectiveness of using food preparation to teach students with Autism about the three states of matter. A hands-on learning approach was used within the home and careers classroom. One class of five students, three boys and two girls, all diagnosed with Autism, participated in a five day academic unit about the three phases of matter: solid, liquid, and gas. The class received hands-on learning science instruction using food through various differentiated activities. Results indicate that students express focus when using food to learn. In addition, this study acknowledges that hands-on learning in science enhances the learning process of students with Autism. One of the main reasons is that students enjoy learning when this teaching style is used in the classroom, and students that enjoy what they are learning are more likely to be engaged and motivated to learn. After using this approach, all the students in the study increased their scores from the pre-assessments to the post-assessments. Students expressed through actions and words that they enjoyed using hands-on experiences to learn in the classroom. Implications for practice indicate that a variety of manipulatives are needed to teach students with Autism. Future research would help uncover additional information about student motivation and learning in the home and careers classroom.

Use of narratives to enhance learning of research ethics in residents and researchers.

PubMed

Sim, Kang; Sum, Min Yi; Navedo, Deborah

2015-03-10

Past didactic pedagogy on biomedical research ethics and informed consent in our program had resulted in passive memorization of information and disengaged learning within psychiatry residents and clinical researchers. The question is how do we better motivate and engage learners within the session. Thus, we incorporated narratives into the learning environment and hypothesised that the use of narratives in the teaching of biomedical research ethics and informed consent would be associated with greater engagement, motivation, understanding, reflective learning and effectiveness of the teaching session. The narratives were chosen from the history of research ethics and the humanities literature related to human subject research. Learners were asked to provide post-session feedback through an anonymised questionnaire on their learning session. An outcomes logic model was used for assessment with focus on immediate outcomes such as engagement, motivation, understanding and reflective learning. Overall, 70.5% (N = 273) of the learners responded to the questionnaire. Amongst the respondents, 92.6% (N = 253) of the participants ranked use of narratives as most helpful in appreciating the historical context of research ethics and informed consent in research. The majority felt engaged (89.8%, N = 245), more motivated to learn (77.5%, N = 212) and better equipped (86.4%, N = 236) about the subject matter. Better appreciation of the learning topic, engagement, motivation to learn, equipping were strongly correlated with the promotion of reflective learning, effectiveness of teaching, promotion of critical thinking and overall positive rating of the teaching session on research ethics (all p < 0.001). Multivariate analyses found that the use of narratives was associated with higher overall rating of the teaching session (p = 0.003) and promotion of critical thinking (p = 0.02). Results revealed that the use of narratives could enhance engagement, appreciation of biomedical research ethics and informed consent, and address underlying motivational factors behind learning and understanding of research ethics.

Exploring Student-Generated Animations, Combined with a Representational Pedagogy, as a Tool for Learning in Chemistry

NASA Astrophysics Data System (ADS)

Yaseen, Zeynep; Aubusson, Peter

2018-02-01

This article describes an investigation into teaching and learning with student-generated animations combined with a representational pedagogy. In particular, it reports on interactive discussions that were stimulated by the students' own animations as well as their critiques of experts' animations. Animations representing views of states of matter provided a vehicle by which to investigate learning in a series of lessons. The study was implemented with Year 11 high school students. After students constructed, presented and discussed their animations, they watched and critiqued experts' animations. They were then interviewed about the teaching-learning process. Most students (91%) spoke positively about follow-up discussion classes, saying that their previous conceptions and understanding of states of matter had improved. They explained that they had identified some alternative conceptions, which they had held regarding states of matter and explained how their conceptions had changed. They reported that the teaching/learning process had helped them to develop a deeper understanding of the changing states of matter.

Documentary Elements in Early Films.

ERIC Educational Resources Information Center

Sanderson, Richard A.

Focusing on documentary elements, this study examines the film content and film techniques of 681 motion pictures produced in the United States prior to 1904. Analysis of films by type, subject matter, and trends in subject matter shows that one-third of the early films are documentary in type and three-fourths of the films use subject matter of a…

Beyond "Either-Or" Thinking: John Dewey and Confucius on Subject Matter and the Learner

ERIC Educational Resources Information Center

Tan, Charlene

2016-01-01

This article compares the educational thought of John Dewey and Confucius on the nature of and relationship between subject matter and the learner. There is a common perception in the existing literature and discourse that Dewey advocates child- or learner-centred education whereas Confucius privileges subject matter via textual transmission.…

Abnormal brain structure as a potential biomarker for venous erectile dysfunction: evidence from multimodal MRI and machine learning.

PubMed

Li, Lingli; Fan, Wenliang; Li, Jun; Li, Quanlin; Wang, Jin; Fan, Yang; Ye, Tianhe; Guo, Jialun; Li, Sen; Zhang, Youpeng; Cheng, Yongbiao; Tang, Yong; Zeng, Hanqing; Yang, Lian; Zhu, Zhaohui

2018-03-29

To investigate the cerebral structural changes related to venous erectile dysfunction (VED) and the relationship of these changes to clinical symptoms and disorder duration and distinguish patients with VED from healthy controls using a machine learning classification. 45 VED patients and 50 healthy controls were included. Voxel-based morphometry (VBM), tract-based spatial statistics (TBSS) and correlation analyses of VED patients and clinical variables were performed. The machine learning classification method was adopted to confirm its effectiveness in distinguishing VED patients from healthy controls. Compared to healthy control subjects, VED patients showed significantly decreased cortical volumes in the left postcentral gyrus and precentral gyrus, while only the right middle temporal gyrus showed a significant increase in cortical volume. Increased axial diffusivity (AD), radial diffusivity (RD) and mean diffusivity (MD) values were observed in widespread brain regions. Certain regions of these alterations related to VED patients showed significant correlations with clinical symptoms and disorder durations. Machine learning analyses discriminated patients from controls with overall accuracy 96.7%, sensitivity 93.3% and specificity 99.0%. Cortical volume and white matter (WM) microstructural changes were observed in VED patients, and showed significant correlations with clinical symptoms and dysfunction durations. Various DTI-derived indices of some brain regions could be regarded as reliable discriminating features between VED patients and healthy control subjects, as shown by machine learning analyses. • Multimodal magnetic resonance imaging helps clinicians to assess patients with VED. • VED patients show cerebral structural alterations related to their clinical symptoms. • Machine learning analyses discriminated VED patients from controls with an excellent performance. • Machine learning classification provided a preliminary demonstration of DTI's clinical use.

EPA Science Matters Newsletter: Volume 3, Number 4

EPA Pesticide Factsheets

In this issue of EPA's Science Matters, learn more about how EPA researchers and their partners are working to protect children from environmental threats and promote environmental health wherever they live, learn, and play.

Best Practice Strategies for Effective Use of Questions as a Teaching Tool

PubMed Central

Elsner, Jamie; Haines, Stuart T.

2013-01-01

Questions have long been used as a teaching tool by teachers and preceptors to assess students’ knowledge, promote comprehension, and stimulate critical thinking. Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students’ factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts. This review summarizes the taxonomy of questions, provides strategies for formulating effective questions, and explores practical considerations to enhance student engagement and promote critical thinking. These concepts can be applied in the classroom and in experiential learning environments. PMID:24052658

Sex steroid hormones matter for learning and memory: estrogenic regulation of hippocampal function in male and female rodents

PubMed Central

Kim, Jaekyoon; Tuscher, Jennifer J.; Fortress, Ashley M.

2015-01-01

Ample evidence has demonstrated that sex steroid hormones, such as the potent estrogen 17β-estradiol (E2), affect hippocampal morphology, plasticity, and memory in male and female rodents. Yet relatively few investigators who work with male subjects consider the effects of these hormones on learning and memory. This review describes the effects of E2 on hippocampal spinogenesis, neurogenesis, physiology, and memory, with particular attention paid to the effects of E2 in male rodents. The estrogen receptors, cell-signaling pathways, and epigenetic processes necessary for E2 to enhance memory in female rodents are also discussed in detail. Finally, practical considerations for working with female rodents are described for those investigators thinking of adding females to their experimental designs. PMID:26286657

Best practice strategies for effective use of questions as a teaching tool.

PubMed

Tofade, Toyin; Elsner, Jamie; Haines, Stuart T

2013-09-12

Questions have long been used as a teaching tool by teachers and preceptors to assess students' knowledge, promote comprehension, and stimulate critical thinking. Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students' factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts. This review summarizes the taxonomy of questions, provides strategies for formulating effective questions, and explores practical considerations to enhance student engagement and promote critical thinking. These concepts can be applied in the classroom and in experiential learning environments.

Segmentation of tumor and edema along with healthy tissues of brain using wavelets and neural networks.

PubMed

Demirhan, Ayşe; Toru, Mustafa; Guler, Inan

2015-07-01

Robust brain magnetic resonance (MR) segmentation algorithms are critical to analyze tissues and diagnose tumor and edema in a quantitative way. In this study, we present a new tissue segmentation algorithm that segments brain MR images into tumor, edema, white matter (WM), gray matter (GM), and cerebrospinal fluid (CSF). The detection of the healthy tissues is performed simultaneously with the diseased tissues because examining the change caused by the spread of tumor and edema on healthy tissues is very important for treatment planning. We used T1, T2, and FLAIR MR images of 20 subjects suffering from glial tumor. We developed an algorithm for stripping the skull before the segmentation process. The segmentation is performed using self-organizing map (SOM) that is trained with unsupervised learning algorithm and fine-tuned with learning vector quantization (LVQ). Unlike other studies, we developed an algorithm for clustering the SOM instead of using an additional network. Input feature vector is constructed with the features obtained from stationary wavelet transform (SWT) coefficients. The results showed that average dice similarity indexes are 91% for WM, 87% for GM, 96% for CSF, 61% for tumor, and 77% for edema.

The Courseware of Discontinuous Nature of Matter in Teaching the States of Matter and Their Changes

ERIC Educational Resources Information Center

Sopandi, Wahyu; Kadarohman, Asep; Rosbiono, Momo; Latip, Abdul; Sukardi, Rendi Restiana

2018-01-01

Among three levels of chemical representation, the sub-microscopic level is the most difficult to learn by students. To solve the problem, it is assumed that the concept of the discontinuous nature of matter or particle concept should be mastered initially by students before they learn sub-microscopic representations of further chemical phenomena.…

Geoethics As a Key Component to an Undergraduate Capstone Experience

NASA Astrophysics Data System (ADS)

Geissman, J. W.; McFadden, L. D.

2014-12-01

We have taught a required, senior, capstone course, with a focus on geoscience communication, for almost 35 years. While both of us were at the University of New Mexico, we alternated responsibility for teaching this course. The first author continues to teach a similar course at the University of Texas at Dallas. As the course has evolved and new approaches taken, we have incorporated more and more subject matter related to ethics in science and in particular the geological sciences. Our experiences indicate that (1) students are typically enthralled by and curious about the subject, (2) students have received little if any exposure to the subject in any form of formal classroom environment, and (3) students have personally experienced situations or have learned of situations from their peers that have left them in an uncomfortable position and left them questioning the appropriateness of the actions witnessed. We typically introduce the subject of GeoEthics by drawing students' attention to the many Codes of Ethics or Professional Conduct assembled by Geoscience societies. Many students are quick to volunteer their experiences related to specific topics. For example, the statement in the Geological Society of America Code of Conduct, "Geoscientists should treat associates with respect, regardless of the level of their formal education, encourage them, learn with them, share ideas honestly, and give credit for their contributions" often incites lively discussion and reveals repeated behavior by some individuals.

Faculty Use of Community-Based Learning: What Factors Really Matter?

ERIC Educational Resources Information Center

Russell-Stamp, Melinda

2015-01-01

The purpose of this study was to determine what factors really matter to faculty at a teaching institution in deciding whether or not to use community-based learning (CBL) in their classrooms. The Web-based Faculty Service Learning Beliefs Inventory (wFSLBI), developed and used with faculty at a research university, was administered to faculty at…

"But the Science We Do Here Matters": Youth-Authored Cases of Consequential Learning

ERIC Educational Resources Information Center

Birmingham, Daniel; Calabrese Barton, Angela; McDaniel, Autumn; Jones, Jalah; Turner, Camryn; Rogers, Angel

2017-01-01

In this paper, we use the concept of "consequential learning" to frame our exploration of what makes learning and doing science matter for youth from nondominant communities, as well as the barriers these youth must confront in working toward consequential ends. Data are derived from multimodal cases authored by four females from…

Why Theory Matters: An Examination of Contemporary Learning Time Reforms

ERIC Educational Resources Information Center

DiGiacomo, Daniela K.; Prudhomme, Joshua J.; Jones, Hannah R.; Welner, Kevin G.; Kishner, Ben

2016-01-01

This article explores the contemporary policy reform push to extend and expand learning time in schools. In light of the potential and continued prominence of learning time reforms in today's national educational landscape, this article makes visible the ways in which theory matters for the near- and long-term success of equity-focused educational…

Substance use and regional gray matter volume in individuals at high risk of psychosis.

PubMed

Stone, James M; Bhattacharyya, Sagnik; Barker, Gareth J; McGuire, Philip K

2012-02-01

Individuals with an at risk mental state (ARMS) are at greatly increased risk of developing a psychotic illness. Risk of transition to psychosis is associated with regionally reduced cortical gray matter volume. There has been considerable interest in the interaction between psychosis risk and substance use. In this study we investigate the relationship between alcohol, cannabis and nicotine use with gray matter volume in ARMS subjects and healthy volunteers. Twenty seven ARMS subjects and 27 healthy volunteers took part in the study. All subjects underwent volumetric MRI imaging. The relationship between regional gray matter volume and cannabis use, smoking, and alcohol use in controls and ARMS subjects was analysed using voxel-based morphometry. In any region where a significant relationship with drug was present, data were analysed to determine if there was any group difference in this relationship. Alcohol intake was inversely correlated with gray matter volume in cerebellum, cannabis intake was use was inversely correlated with gray matter volume in prefrontal cortex and tobacco intake was inversely correlated with gray matter volume in left temporal cortex. There were no significant interactions by group in any region. There is no evidence to support the hypothesis of increased susceptibility to harmful effects of drugs and alcohol on regional gray matter in ARMS subjects. However, alcohol, tobacco and cannabis at low to moderate intake may be associated with lower gray matter in both ARMS subjects and healthy volunteers-possibly representing low-level cortical damage or change in neural plasticity. Copyright © 2011 Elsevier B.V. All rights reserved.

High-Stakes Collaborative Testing: Why Not?

PubMed

Levine, Ruth E; Borges, Nicole J; Roman, Brenda J B; Carchedi, Lisa R; Townsend, Mark H; Cluver, Jeffrey S; Frank, Julia; Morey, Oma; Haidet, Paul; Thompson, Britta M

2018-01-01

Phenomenon: Studies of high-stakes collaborative testing remain sparse, especially in medical education. We explored high-stakes collaborative testing in medical education, looking specifically at the experiences of students in established and newly formed teams. Third-year psychiatry students at 5 medical schools across 6 sites participated, with 4 participating as established team sites and 2 as comparison team sites. For the collaborative test, we used the National Board of Medical Examiners Psychiatry subject test, administering it via a 2-stage process. Students at all sites were randomly selected to participate in a focus group, with 8-10 students per site (N = 49). We also examined quantitative data for additional triangulation. Students described a range of heightened emotions around the collaborative test yet perceived it as valuable regardless if they were in established or newly formed teams. Students described learning about the subject matter, themselves, others, and interpersonal dynamics during collaborative testing. Triangulation of these results via quantitative data supported these themes. Insights: Despite student concerns, high-stakes collaborative tests may be both valuable and feasible. The data suggest that high-stakes tests (tests of learning or summative evaluation) could also become tests for learning or formative evaluation. The paucity of research into this methodology in medical education suggests more research is needed.

Incorporation of a stand-alone elective course in animal law within animal and veterinary science curricula.

PubMed

Whittaker, Alexandra L

2014-01-01

Animal law is a burgeoning area of interest within the legal profession, but to date it seems to have received little attention as a discrete discipline area for animal and veterinary scientists. Given the increased focus on animal welfare both within curricula and among the public, it would be remiss of educators not to consider this allied subject, especially since it provides those tools necessary for implementing welfare standards and reducing cruelty. Recommended subject matter, teaching modality, and methods of assessment have been outlined in this article. Such a course should take a multidisciplinary approach and highlight contentious areas of animal law and trends within the wider societal framework of human-animal interactions. From a pedagogical standpoint, a variety of teaching methods and assessment techniques should be included. A problem-based learning approach to encourage the assimilation of facts and promote higher-order learning is favored. The purpose of this article is to provide some guidance on the structure of such a course based on the author's experience in teaching animal law to veterinary and animal science undergraduates in Australia.

Conceptual Blending Monitoring Students' Use of Metaphorical Concepts to Further the Learning of Science

NASA Astrophysics Data System (ADS)

Fredriksson, Alexandra; Pelger, Susanne

2018-03-01

The aim of this study is to explore how tertiary science students' use of metaphors in their popular science article writing may influence their understanding of subject matter. For this purpose, six popular articles written by students in physics or geology were analysed by means of a close textual analysis and a metaphor analysis. In addition, semi-structured interviews were conducted with the students. The articles showed variation regarding the occurrence of active (non-conventional) metaphors, and metaphorical concepts, i.e. metaphors relating to a common theme. In addition, the interviews indicated that students using active metaphors and metaphorical concepts reflected more actively upon their use of metaphors. These students also discussed the possible relationship between subject understanding and creation of metaphors in terms of conceptual blending. The study suggests that students' process of creating metaphorical concepts could be described and visualised through integrated networks of conceptual blending. Altogether, the study argues for using conceptual blending as a tool for monitoring and encouraging the use of adequate metaphorical concepts, thereby facilitating students' opportunities of understanding and influencing the learning of science.

3D animation model with augmented reality for natural science learning in elementary school

NASA Astrophysics Data System (ADS)

Hendajani, F.; Hakim, A.; Lusita, M. D.; Saputra, G. E.; Ramadhana, A. P.

2018-05-01

Many opinions from primary school students' on Natural Science are a difficult lesson. Many subjects are not easily understood by students, especially on materials that teach some theories about natural processes. Such as rain process, condensation and many other processes. The difficulty that students experience in understanding it is that students cannot imagine the things that have been taught in the material. Although there is material to practice some theories but is actually quite limited. There is also a video or simulation material in the form of 2D animated images. Understanding concepts in natural science lessons are also poorly understood by students. Natural Science learning media uses 3-dimensional animation models (3D) with augmented reality technology, which offers some visualization of science lessons. This application was created to visualize a process in Natural Science subject matter. The hope of making this application is to improve student's concept. This app is made to run on a personal computer that comes with a webcam with augmented reality. The app will display a 3D animation if the camera can recognize the marker.

An interactive online robotics course.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wedeward, Kevin; Bruder, Steven B. H.

Attempting to convey concepts and ideas in the subject area of robotic manipulators from within the confines of a static two-dimensional printed page can prove quite challenging to even the most gifted of authors. The inherently dynamic and multi-dimensional nature of the subject matter seems better suited to a medium of conveyance wherein a student is allowed to interactively explore topics in this multi-disciplinary field. This article describes the initial development of an online robotics course 'textbook' which seeks to leverage recent advances in Web-based technologies to enhance the learning experience in ways not possible with printed materials. The pedagogicalmore » approach employed herein is that of multi-modal reinforcement wherein key concepts are first described in words, conveyed visually, and finally reinforced by soliciting student interaction.« less

Office ergonomics programs. A case study of North American corporations.

PubMed

Moore, J S

1997-12-01

Subject matter experts from 13 North American corporations provided detailed descriptions of the historical development and the current components and operations of their office ergonomics programs. Results were summarized across corporations and presented for the following programmatic topics: backgrounds of key people, initial awareness and preliminary needs assessment, program development, program implementation, program monitoring and evaluation, program components, education and training, workstation and job analysis, early identification of cases, case management, and alternate office environments. The subject matter experts also provided comments about the strengths of their programs, their advice to others, and lessons they learned. These observations suggested the need for an office ergonomics program, and possibly other occupational health programs, to fit into a corporation's culture and capitalize on its infrastructure. Most corporations used multidisciplinary task forces or teams to develop their programs. Communication, which included training, awareness, advertising, and feedback, was also an important issue. Flexibility and simplicity were important attributes of these programs. It is hoped that this descriptive information will be helpful to some occupational health managers interested in or concerned about managerial perspectives and skills related to the development and implementation of programs within their own corporations.

Comprehensive understanding of mole concept subject matter according to the tetrahedral chemistry education (empirical study on the first-year chemistry students of Technische Universität Dresden)

NASA Astrophysics Data System (ADS)

Prabowo, D. W.; Mulyani, S.; van Pée, K.-H.; Indriyanti, N. Y.

2018-05-01

This research aims to apprehend: (1) the shape of tetrahedral chemistry education which is called the future of chemistry education, (2) comprehensive understanding of chemistry first-year students of Technische Universität Dresden according to the chemistry education’s tetrahedral shape on mole concept subject matter. This research used quantitative and qualitative; paper and pencil test and interview. The former was conducted in the form of test containing objective test instrument. The results of this study are (1) learning based on tetrahedral shape of chemistry education put the chemical substance (macroscopic), symbolic representation (symbol), and its process (molecular) in the context of human beings (human element) by integrating content and context, without emphasis on one thing and weaken another, (2) first-year chemistry students of Technische Universität Dresden have comprehensively understood the mole concept associated with the context of everyday life, whereby students are able to find out macroscopic information from statements that are contextual to human life and then by using symbols and formulas are able to comprehend the molecular components as well as to interpret and analyse problems effectively.

System diagnostic builder: a rule-generation tool for expert systems that do intelligent data evaluation

NASA Astrophysics Data System (ADS)

Nieten, Joseph L.; Burke, Roger

1993-03-01

The system diagnostic builder (SDB) is an automated knowledge acquisition tool using state- of-the-art artificial intelligence (AI) technologies. The SDB uses an inductive machine learning technique to generate rules from data sets that are classified by a subject matter expert (SME). Thus, data is captured from the subject system, classified by an expert, and used to drive the rule generation process. These rule-bases are used to represent the observable behavior of the subject system, and to represent knowledge about this system. The rule-bases can be used in any knowledge based system which monitors or controls a physical system or simulation. The SDB has demonstrated the utility of using inductive machine learning technology to generate reliable knowledge bases. In fact, we have discovered that the knowledge captured by the SDB can be used in any number of applications. For example, the knowledge bases captured from the SMS can be used as black box simulations by intelligent computer aided training devices. We can also use the SDB to construct knowledge bases for the process control industry, such as chemical production, or oil and gas production. These knowledge bases can be used in automated advisory systems to ensure safety, productivity, and consistency.

45 CFR 1.2 - Subject matter of Office of the Secretary regulations in parts 1-99.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 1 2010-10-01 2010-10-01 false Subject matter of Office of the Secretary regulations in parts 1-99. 1.2 Section 1.2 Public Welfare DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL ADMINISTRATION HHS'S REGULATIONS § 1.2 Subject matter of Office of the Secretary regulations in parts 1-99. This...

Predicting Prodromal Alzheimer's Disease in Subjects with Mild Cognitive Impairment Using Machine Learning Classification of Multimodal Multicenter Diffusion-Tensor and Magnetic Resonance Imaging Data.

PubMed

Dyrba, Martin; Barkhof, Frederik; Fellgiebel, Andreas; Filippi, Massimo; Hausner, Lucrezia; Hauenstein, Karlheinz; Kirste, Thomas; Teipel, Stefan J

2015-01-01

Alzheimer's disease (AD) patients show early changes in white matter (WM) structural integrity. We studied the use of diffusion tensor imaging (DTI) in assessing WM alterations in the predementia stage of mild cognitive impairment (MCI). We applied a Support Vector Machine (SVM) classifier to DTI and volumetric magnetic resonance imaging data from 35 amyloid-β42 negative MCI subjects (MCI-Aβ42-), 35 positive MCI subjects (MCI-Aβ42+), and 25 healthy controls (HC) retrieved from the European DTI Study on Dementia. The SVM was applied to DTI-derived fractional anisotropy, mean diffusivity (MD), and mode of anisotropy (MO) maps. For comparison, we studied classification based on gray matter (GM) and WM volume. We obtained accuracies of up to 68% for MO and 63% for GM volume when it came to distinguishing between MCI-Aβ42- and MCI-Aβ42+. When it came to separating MCI-Aβ42+ from HC we achieved an accuracy of up to 77% for MD and a significantly lower accuracy of 68% for GM volume. The accuracy of multimodal classification was not higher than the accuracy of the best single modality. Our results suggest that DTI data provide better prediction accuracy than GM volume in predementia AD. Copyright © 2015 by the American Society of Neuroimaging.

Increased white matter metabolic rates in autism spectrum disorder and schizophrenia.

PubMed

Mitelman, Serge A; Buchsbaum, Monte S; Young, Derek S; Haznedar, M Mehmet; Hollander, Eric; Shihabuddin, Lina; Hazlett, Erin A; Bralet, Marie-Cecile

2017-11-22

Both autism spectrum disorder (ASD) and schizophrenia are often characterized as disorders of white matter integrity. Multimodal investigations have reported elevated metabolic rates, cerebral perfusion and basal activity in various white matter regions in schizophrenia, but none of these functions has previously been studied in ASD. We used 18 fluorodeoxyglucose positron emission tomography to compare white matter metabolic rates in subjects with ASD (n = 25) to those with schizophrenia (n = 41) and healthy controls (n = 55) across a wide range of stereotaxically placed regions-of-interest. Both subjects with ASD and schizophrenia showed increased metabolic rates across the white matter regions assessed, including internal capsule, corpus callosum, and white matter in the frontal and temporal lobes. These increases were more pronounced, more widespread and more asymmetrical in subjects with ASD than in those with schizophrenia. The highest metabolic increases in both disorders were seen in the prefrontal white matter and anterior limb of the internal capsule. Compared to normal controls, differences in gray matter metabolism were less prominent and differences in adjacent white matter metabolism were more prominent in subjects with ASD than in those with schizophrenia. Autism spectrum disorder and schizophrenia are associated with heightened metabolic activity throughout the white matter. Unlike in the gray matter, the vector of white matter metabolic abnormalities appears to be similar in ASD and schizophrenia, may reflect inefficient functional connectivity with compensatory hypermetabolism, and may be a common feature of neurodevelopmental disorders.

Increased PK11195-PET binding in normal-appearing white matter in clinically isolated syndrome

PubMed Central

Politis, Marios; Su, Paul; Turkheimer, Federico E.; Malik, Omar; Keihaninejad, Shiva; Wu, Kit; Waldman, Adam; Reynolds, Richard; Nicholas, Richard; Piccini, Paola

2015-01-01

The most accurate predictor of the subsequent development of multiple sclerosis in clinically isolated syndrome is the presence of lesions at magnetic resonance imaging. We used in vivo positron emission tomography with 11C-(R)-PK11195, a biomarker of activated microglia, to investigate the normal-appearing white matter and grey matter of subjects with clinically isolated syndrome to explore its role in the development of multiple sclerosis. Eighteen clinically isolated syndrome and eight healthy control subjects were recruited. Baseline assessment included: history, neurological examination, expanded disability status scale, magnetic resonance imaging and PK11195-positron emission tomography scans. All assessments except the PK11195-positron emission tomography scan were repeated over 2 years. SUPERPK methodology was used to measure the binding potential relative to the non-specific volume, BPND. We show a global increase of normal-appearing white matter PK11195 BPND in clinically isolated syndrome subjects compared with healthy controls (P = 0.014). Clinically isolated syndrome subjects with T2 magnetic resonance imaging lesions had higher PK11195 BPND in normal-appearing white matter (P = 0.009) and their normal-appearing white matter PK11195 BPND correlated with the Expanded Disability Status Scale (P = 0.007; r = 0.672). At 2 years those who developed dissemination in space or multiple sclerosis, had higher PK11195 BPND in normal-appearing white matter at baseline (P = 0.007 and P = 0.048, respectively). Central grey matter PK11195 BPND was increased in subjects with clinically isolated syndrome compared to healthy controls but no difference was found in cortical grey matter PK11195 BPND. Microglial activation in clinically isolated syndrome normal-appearing white matter is diffusely increased compared with healthy control subjects and is further increased in those who have magnetic resonance imaging lesions. Furthermore microglial activation in clinically isolated syndrome normal-appearing white matter is also higher in those subjects who developed multiple sclerosis at 2 years. Our finding, if replicated in a larger study, could be of prognostic value and aid early treatment decisions in clinically isolated syndrome. PMID:25416179

Workshop on active learning: two examples

NASA Astrophysics Data System (ADS)

Ben Lakhdar, Zohra; Lahmar, Souad; Lakshminarayanan, Vasudevan

2014-07-01

Optics is an enabling science that has far ranging importance in many diverse fields. However, many students do not find it to be of great interest. A solution to this problem is to train teachers in active learning methodologies so that the subject matter can be presented to generate student interest. We describe a workshop to present an example of an active learning process in Optics developed for training of teachers in developing countries (a UNESCO project) and will focus on 2 two different activities: 1. Interference and diffraction is considered by students as being very hard to understand and is taught in most developing countries as purely theoretical with almost no experiments. Simple experiments to enhance the conceptual understanding of these wave phenomena will be presented and 2. Image formation by the eye. Here we will discuss myopia, hyperopia and astigmatism as well as accommodation. In this module we will discuss image. The objective of the workshop will be to provide an experience of the use of the active learning method in optics including the use of experiments, mind's on and hands-on exercises, group and class discussions